Seven Types of Student Behavior That Trigger Corruption
Siswandari, Susilaningsih and Binti Muchsini
Universitas Sebelas Maret, Jl. Ir.Sutami No.36A Surakarta Indonesia
Keywords: Student Behaviours, Corruption, Corruption Trigger
Abstract: This study aimed to identify the behaviors of students in school and university level that corruptive' potential
triggered action according to the academic community. A mixed-method with exploratory approach was
employed samples to conduct this study. From purposive sampling techniques that been used, this study
explored 673 people from 12 state and private universities in Java. Meanwhile, to strengthening the qualitative
approach, in-depth interview was conducted for 30 informants from different background. The results of the
research showed that there were seven types of student behaviors perceived as potentially triggering
corruption acts: (1) bribing, by offering food or other types, intended for easing business; (2) cheating on test;
(3) providing false financial data intended for personal gain; (4) copying the works of others; (5) taking sold
food items without paying them; (6) taking food items more than provisions of the committee; (7) taking
quotes without citing the source. From the seven types of behavior, bribing was perceived as the main trigger
for future acts of corruption, in which 80% of informants stated so. It is expected from this research that (1)
it can be referenced to prevent acts of corruption as early as possible; (2) it can guarantee the quality of
education and learn in schools and higher education institutions.
1 INTRODUCTION
Center of Curriculum of Ministry of National
Education of Indonesia has identified 18 values to
strengthen the implementation of character education,
originated from religious values, Pancasila, cultural
values, and objectives of national education. They
include belief in religion, honesty, tolerance,
discipline, hard work, creativity, independence,
democracy, curiosity, spirit of nationalism,
patriotism, appreciating achievements, friendliness,
loving peace, liking to read, environment care, and
responsibility (Fahmy, Bactiar, Rahim, and Malik,
2015: 852). These identified values are in line with
the most basic objective of environment, that is to
change individuals to good-natured, broadminded
individuals, through cultural development, including
good cultural values in school and workplace (Peltier-
Rivest, 2018; Bussmann, Niemeczek, Vockrodt,
2017) so that the obtained knowledge can be used to
bring goodness in society and national life (Pane dan
Patriana, 2016: 247).
However, along with the government's efforts to
strengthen the character of the nation's children,
Indonesia has been crowned as a country with a high
level of corruption. This is shown by the Corruption
Perceptions Index (CPI) data which ranked Indonesia
the 89th out of 180 countries with a score of 38 from
a scale of 100. A score of 0 indicates a high level of
corruption and a score of 100 indicates a low level, or
very clean from corruption. Denmark was placed on
the first place with scoring 88, while the 180th place
was taken by Somalia with scoring 10 (Transparency
International, 2018). Furthermore, Indonesian
Corruption Watch (ICW) assessed that until 2018, the
number of corruption cases in Indonesia was still
considered as very high. The value of state financial
losses indeed decreased in 2018 compared to the
preceding year, but in terms of trends, acts of
corruption increased (ICW, 2018). Meanwhile,
according to Anti-Corruption Clearing House
(ACCH) that as of December 31st, 2018, the
Corruption Eradication Commission (Komisi
Pemberantasan Korupsi–KPK) has conducted so
many cases, it is around 200 cases.
Even though the Indonesian government has
passed Presidential Regulation No. 55 the year 2012
on National Long-Term Strategy of Prevention and
Eradication of Corruption for 2012-2025, the
strategic and programmed effort still has to be
Siswandari, ., Susilaningsih, . and Muchsini, B.
Seven Types of Student Behavior That Trigger Corruption.
DOI: 10.5220/0009401301430151
In Proceedings of the 1st International Conference on Anti-Corruption and Integrity (ICOACI 2019), pages 143-151
ISBN: 978-989-758-461-9
Copyright
c
 2020 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
143

continued to civilize anti-corruption values (Moro,
2018; Peltier-Rivest, 2018; Pozgai-Alvarest, 2018;
Oye, 2013).
Strategic efforts are compulsory to be found,
designed carefully, and implemented since corruption
is directly responsible to the low quality of education,
people in poverty, halted development, and
underdeveloped democracy (Knox, 2009; Moro,
2018). However, strategic efforts can only be made if
the root causes and motives of corruption are known.
From a number of research results it is known that the
reasons for people committing acts of corruption
include, among others, being lazy or unwilling to
work hard, being selfish, not having good ethics, trust
factors of superiors to subordinates, and factors of
reciprocation (Gorsira, et.al, 2018; Seregig, 2018;
Surachmin & Cahaya, 2015; Saleim and Bontis,
2009).
By realizing that the act of corruption is an act of
fraud, the fraud must be detected early. The results of
a preliminary study to detect acts of cheating on a test
in several vocational high schools and senior
secondary schools indicate that around 50% of
students in some vocational high schools still violate
the rules and regulations. Revealed cases of fraud
include (1) the use of positions as class treasurers who
manipulate financial records and easily use the money
freely without supervision; (2) use of school fees or
tuition fees for personal needs without the knowledge
of parents; (3) accounting practices in laboratories
that are not in accordance with Standard Operating
Procedures (SOP); (4) lack of sincerity when carrying
out group assignments from the teachers, with some
of the students only give their names. The results of
observations at one of the higher education
institutions showed that 38% of students were caught
acting dishonesty (cheating on a test) during the exam
and around 43% behaved irresponsibly to the tasks
given by the lecturers.
Based on the description above, it is necessary to
identify which student behavior was acting as a
trigger for corruption. In addition to the absence of
similar research, the results of this identification are
very useful for teachers and lecturers to design
education and learning in order to instill a culture of
honesty, responsibility, and discipline.
1.1 Corruption and Its Impacts
Corruption can be viewed as the single biggest threat
in Indonesia and in many countries in the world.
Therefore, some countries like Brazil, Peru, some
developing countries in Africa, Great Britain, the
Netherlands, Italy, Germany, China, and Russia
continue to conduct studies and strategic efforts to
eradicate corruption (Bussmann, Niemeczek,
Vockrodt, 2017; Deng, 2018; D’onza, Brotini,
Zarone, 2017; De Graaf, Hubert, Struwer, 2017;
Moro, 2018; Oye, 2013; Peltier-Rivest, 2018; Pozgai-
Alvarest, 2018)
The term corruption refers to the “misuse of
resources or power for private gain” (Department of
International Development, 2015). Meanwhile,
Transparency International defines corruption as "the
abuse of entrusted power for private gain." Aktan
(2015) defines corruption as “all actions and
behaviors constituting bribery, embezzlement,
favoritism, etc.”. It is important to note that
corruption has political characteristics. In Indonesian
law, corruption is defined as “an act against the law
with the intention of enriching oneself and/or others,
or that has a detrimental effect on the state or the
economy” (Law No. 20 of 2001)
Thus, corruption is all deplorable acts taking
advantages of the position of power and/or existing
resources to gain profit for oneself, others, and/or
certain groups.
Generally, acts of corruption can be categorized,
as shown in Table 1 below.
Table 1 Categories of Corruption
Categories of
corruption
Description
Bribery The act of dishonestly persuading
someone to act in one’s favor by a
payment or other inducement.
Inducements can take the form of
gifts, loans, fees, rewards or other
advantages (taxes, services,
donations, etc.) The uses of bribes
can lead to collusion (e.g.,
inspectors under-reporting
offenses in exchange for bribes)
and/or extortion (e.g., bribes
extracted against the threat of
over-reporting)
Embezzlement To steal, misdirect or
misappropriate funds or assets
placed in one’s trust or under
one’s control. From a legal point
of view, embezzlement need not
necessarily be or involve
corruption.
Facilitation
payment
A small payment also called a
"speed" or "grease" payment,
made to secure or expedite the
performance of a routine or
necessary action to which the
payer has legal or other
entitlement.
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Fraud The act of intentionally and
dishonestly deceiving someone in
order to gain an unfair or illegal
advantage (financial, political or
otherwise)
Collusion An arrangement between two or
more parties designed to achieve
an improper purpose, including
influencing improperly the actions
of another party
Extortion The act of impairing or harming,
or threatening to impair or harm,
directly or indirectly, any party or
the property of the party to
influence improperly the actions of
a party.
Patronage,
clientelism, and
nepotism
Patronage, at its core, means the
support given by a patron. In
government, it refers to the
practice of appointing people
directly
Source: Department of International
Development. The UK. 2015.
Corruption is the most frightening threat to
existence of a nation because of its adverse effects,
especially in personal terms which are related to low
quality of education, poverty, and poor quality of
health and justice (Knox, 2009; Mamitova et al.,
2016), and it also impacts badly in social and
economic fields (Capasso & Santoro, 2018; Gorsira
et al. 2018; Moro, 2018; Nugraheni, 2016;
https://www.mindcontroversy.com/impact-effects-
corruption)
1.2 Corruption Affects on People:
1. Lack of quality on service since any time
someone demands quality service, he or she
must pay on it
2. Lack of proper justice (crime may be judged as
truth and evidence erased)
3. Rise in unemployment
4. Poor health and hygiene
5. Pollution (note: especially happening in regular
check of vehicle emissions, when it is not done,
the owner of the vehicle just pay some money
to the officer)
6. The rise in the rate of accidents (buying
driver’s license)
7. Failure of having genuine research (research
funding were corrupted)
8. Decrease of commitment to support
government institutions where someone works
1.3 Corruption Effects on Society
9. The rise in the poverty rate
10. Disregard for officials
11. Increase of crime rates
12. Lack of respect for rulers (no more respect for
Policy, Regulation, Guideline, and Standard
from the related Ministry)
13. Lack of faith to government
14. Lack of trust for government
15. Underdevelopment of democratic life
1.4 Corruption Effects on the Economy
16. The decrease in foreign investment. Empirical
evidence suggests that high levels of corruption
are associated with lower levels of investment
(Fraud Investigation and Dispute Services -
Bribery and corruption: ground reality in India
3, 2013. March to May 2013. An online
questionnaire, which was hosted on Ernst &
Young LLP's website in India).
17. Low economic growth
18. Halt in development
19. Halt in the development of sectors related to
economy
20. Differences in trade ratios
Realizing the effects aforementioned, it is true that
acts of corruption and behaviors triggering it should
be eradicated early on (Rayess and Mansur, 2016)
2 RESEARCH METHODS
This research used mixed methods with the
exploratory approach, in which the research was
conducted in two stages in a sequential manner,
namely: qualitative approach followed by
quantitative approach (Creswell, 2013; Creswell and
Clark, 2007; Cameron, 2009; Tashakori & Charles,
2009).
Thirty informants were used in qualitative
research, comprising ten school and university
students, 10 Sebelas Maret University alumni that
became teachers, and 10 Sebelas Maret University
lecturers. The samples at the quantitative research
stage amounted to 643 students who responded to the
questionnaire both directly and via on-line from 12
public and private higher education institutions in
Java. These respondents came from state higher
education institutions such as Sebelas Maret
University, Semarang State University, Diponegoro
Universitas, Jenderal Soedirman University,
Seven Types of Student Behavior That Trigger Corruption
145

University of Gadjah Mada, Brawijaya University,
and private higher education institutions such as
Sanata Dharma University, Wijaya Mulya School of
Economy, Slamet Riyadi University, Sultan Agung
University, Veteran Bangun Nusantara University,
and Kusuma Negara School of Economy.
Qualitative data were obtained through
interviews, observations, and document studies.
(Creswell, 2013; Creswell and Clark, 2007; Mason,
2002; Newman, 2014; Yin, 2014). Data obtained
from in-depth-interview of 30 informants were then
analyzed by using Interpretative Phenomenological
Analysis (Newman, 2014). The analysis is a method
to understand issues from the informants’
perspective. It also tried to “understand” things; with
the term “understand” having two layers of meaning
in which it tries to understand the interpretation in
terms of identification or having empathy, and also to
understand the message. In this term, the informants
were asked to identify some school and university
student behavior that they thought to trigger future
acts of corruption. Data reduction and drawing
conclusion were conducted after all data were
collected (Miles, Huberman, and Saldana, 2014).
Results from in-depth-interview were then used as
materials for Focus Group Discussion (FGD)
attended by a group of lecturers, which produced 14
statements on behaviors that could potentially trigger
acts of corruption. Based on the results of the FGD, a
questionnaire was then developed, which would be
used to identify student behavior that could
potentially trigger acts of corruption.
Quantitative data collection was carried out
through distributing questionnaires to 643
respondents, both directly and online through Google
Forms distributed via social media. The questionnaire
consisted of 14 statements about the behavior of
school and university students potentially triggering
corruption. Respondents had to choose which
statements among the 14 statements that were
considered as having potential in triggering
corruption and their reasons. Furthermore, the data
were analyzed by using a descriptive approach
(Siswandari, 2015).
3 RESEARCH FINDINGS
In-depth interview results with school and university
students gave understanding to the researchers that
they are also possible to conduct acts leading to acts
of corruption. This was stated by the informants as
follows.
Researchers: “According to you, who can
potentially conduct acts of corruption?”
Informants: “I think people of all sorts can
potentially do acts of corruption, like us,
students, too…”
(source: an interview with informant No. 4,
February 28th, 2019).
“All people can do that, including schoolchildren."
(source: an interview with informant No. 1,
February 28th, 2019).
“I think all people can do it, including school and
university students."
(source: an interview with informant No. 11,
February 28th and March 7th, 2019).
The same thing was also stated by informants No.
2, 5, 6, 8, 13, 22, and 27
It can be inferred that informants have a neutral
perception over who can possibly do acts of
corruption. This means that school and university
students, teachers, and lecturers are able to realize
that acts of corruption can be conducted by everyone,
including themselves. This is important to reveal
since they do not hold prejudice against a government
official or people in a position of power.
Furthermore, it can be informed that there are
many actions of students of school or university today
that lead to future acts of corruption such as cheating
on test, copying works of others, and giving bribes in
the form of food, stealing in stalls, taking friend's food
without permission, taking friend's goods without
permission, giving false reports in financial matters,
stealing a friend's internet package. Laziness is also
in the spotlight of informants, and this is in
accordance with the results of the interview as
follows:
Researchers: “According to you, what are
forms of actions, which you see are currently
conducted by our friends, leading to acts of
corruption?”
Informants: “It's cheating on a test since it means
that he/she doesn't want to work hard and then
gives some ‘souvenirs' to the lecturer to get
good grades.”
(source: an interview with informant No. 7, March
7th, 2019).
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“Cheating on a test, then copying others' work, and
then taking sold foods and not paying for it…
there are some friends who do that stuff…”
(source: an interview with informant No. 6, March
7th and 14th, 2019).
“Cheating on a test, then cheating on attendance
list – they’re lazy and then taking friend’s foods
or things without permission, just taking it…
well, if they like to do that it can then become a
habit."
(source: an interview with informant No. 8, March
14th, 2019).
“Many actions can be the seeds of corruption in the
future, for example, cheating, taking food
rations more than specified at the time of
activity – it’s greedy, keep picking up friend’s
stuff without permission ... copying others;
work, give bribes to pass, like to be late then
petty corruption such as profiting from buying
food and beverages."
(source: an interview with informant No. 17, March
21, 2019)
Similar answers were also given by Informant No.
20 and 22.
"I think there are many actions now that I see in
schools that will lead to future acts of
corruption such as cheating, taking other
people's work - plagiarism then grabbing
friends' goods without permission ... including
taking a friend's internet package, copying
others' works, bribing, then like skipping and
stealing food in the canteen."
(Source: an interview with informant No. 29, March
21st and 28th, 2019)
"What is clear is cheating, copying others' works,
giving financial statements that are not in
accordance with reality and taking too much
food when activities on campus are despicable
and can be a forerunner to corruption."
(Source: an interview with informant No. 25, March
21st and 28th, 2019).
Furthermore, efforts to eradicate corruption are
very important to give early to school and university
students through learning. During the learning
process, the teacher/lecturer is required to insert anti-
corruption values as outlined in his learning strategy.
(Siswandari, et.al, 2017; Ngang & Chan, 2015;
Ponemon, 1993). This is consistent with the results of
the interview as follows:
Researchers: "What is your opinion when
teachers internalize or express good values
such as honesty, responsibility, and discipline
during the learning process?"
Informants: "I am just happy and strongly agree
that we become better quality students, since
education is character education, right?"
(source: an interview with informant No. 3, March
28th, 2019).
"Very agree because, like, character education is
important for us to be a good generation."
(source: an interview with informant No. 3, March
28, 2019).
The same thing was stated by informants no. 9,
19, 23, and 26.
Based on the results of the interview, the FGDs
were then carried out by ten lecturers from Sebelas
Maret University and produced 14 behaviors that
were considered as potential triggers for corruption in
the future. The 14 statements about the behaviors that
trigger corruption in the FGD results are as follows.
1. Coming late to participate in teaching and
learning activities
2. Cheating on test
3. Copying the works of others
4. Taking quote without citing the source
5. Borrowing stationery without permission
6. Borrowing clothes/other items without
permission
7. Taking drink or food without permission
8. Taking friend's internet quota without
permission
9. Bribing, by offering food or other types,
intended for easing business
10. Ordering food items more than provisions of
the committee
11. Taking sold food items without paying them
12. Skipping classes
13. Providing false financial data intended for
personal gain
14. Not participating in group work, only leaving
the name
Based on the results of the FGD in the form of 14
behaviors, instruments were then arranged, which
were distributed to respondents directly and also
uploaded to Google Forms through
http://bit.ly/SurveiPemicuKorupsi.
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147

From direct and online data collection, it turns out
that there are seven important behaviors that are seen
as triggering corruption in the future. The seven
behaviors in a row are:
1. Bribing, by offering food or other types,
intended for easing business
2. Cheating on test
3. Providing false financial data intended for
personal gain
4. Copying the works of others
5. Taking sold food items without paying them
6. Ordering food items more than provisions of
the committee
7. Taking quote without citing the source
Figure 1 Numbers of respondents choosing the statement
that triggered corruption
1= Bribing, by offering food or other types,
intended for easing business
2= Cheating on a test
3= Providing false financial data intended for
personal gain
4= Copying the works of others
5= Taking sold food items without paying them
6= Ordering food items more than provisions of the
committee
7= Taking quote without citing the source
From Figure 1, it can be shown that around 80%
of respondents said that bribing is the most potent
trigger of corruption for future generations to commit
acts of corruption. This result reinforces the results of
the qualitative approach where almost all informants
stated this had happened in schools and in
universities.
This is indeed a chronic disease in some
developing countries. In an almost same proportion,
78% of respondents said that cheating on a test is the
seed of corruption. Meanwhile, more than 50% of
respondents stated that copying the works of others,
providing false financial Data intended for personal
gain, taking sold food items without paying them,
ordering food items more than provisions of the
committee, and taking quotes without citing the
source are also considered triggers of corruption.
4 DISCUSSION
The habit of offering food or other things intended to
ease things out can indeed be perceived as bribery
(Aktan, 2015; Transparency International, 2018).
This emergence of a high proportion of university
students' perception towards bribery act as a possible
triggering behavior to corruption is quite shocking,
considering that this act, besides already happened
since their days of primary and secondary education,
was chosen by respondents as the main trigger of
future acts of corruption. It means that the acts of
bribing by offering food or other things intended to
ease things out should really be eradicated first before
it becomes a culture that will give birth to future
perpetrators of acts of corruption. The same goes for
acts of cheating on a test and copying the works of
others. All of these acts should be eradicated before
the government in troubled to handle it, as many
countries feel troubled in dealing with acts of
corruption (Bussmann, Niemeczek, Vockrodt, 2017;
Deng, 2018; D’onza, Brotini, Zarone, 2017; De
Graaf, Hubert, Struwer, 2017; Moro, 2018; Oye,
2013; Peltier-Rivest, 2018; Pozgai-Alvarest, 2018)
Meanwhile, acts of cheating on a test and copying
the works of others which are allowed to continue
uninterrupted will eventually be habits and then
culture. This condition tends to allow generation that
lacks integrity, which becomes a great danger to
continuity of a nation (Engelbrecht, Heine, Mahembe,
2017; Hubert, 2018; De Graaf, Hubert, Struwer,
2018)
Providing equal opportunities to citizens to get an
education is a strategy of the Indonesian government
that must be assessed as good (1945 Constitution).
This opportunity contains two important meanings,
namely educating the community and giving high
dignity to each member of the community. What kind
of education to a community that can accelerate social
mobility in all areas of life so as to create a just and
prosperous society? One important answer is to
educate the public not to be corrupt (Sarmini,
Swanda, Nadiroh, 2017). This can only be done
through education. Through education will be born
economists, lawyers and state administration,
teachers, artists, doctors, scientists, politicians and so
on, some of whom will become leaders of the nation
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SEVEN TYPES OF STUDENT
BEHAVIOR THAT TRIGGER
ACTS OF CORRUPTION
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(Engelbrecht, Heine, Mahembe, 2017). This
education is very important because only through
acculturation education of a nation will grow higher
(Siswandari et al., 2017; Valdovinos, Szymanski,
Grabowska, 2019). Quality education will have a
good impact on students at any level in terms of
increasing knowledge, skills, and positive attitudes
needed by the community. This good attitude
includes an anti-corruption attitude. This anti-
corruption attitude will certainly encourage someone
to be independent. If all members of the community
are independent, then the expected logical outcome is
an independent nation, which does not depend on
other nations but remains active in establishing
friendships with other nations as proof that Indonesia
is a great nation.
Furthermore, giving high dignity to all children of
the nation and awareness of dignity will have an
impact on one's behavior. How through one's
awareness that someone is ashamed to take other
people's rights. Through his awareness, someone
feels guilty and cancels to steal the part that is not for
him. Through awareness of his dignity, someone is
ashamed if he does not carry out his responsibilities
in a timely and accountable manner.
Both of these meanings are related to efforts to
strengthen the movement to build a strong anti-
corruption generation. This movement must be
strengthened because corruption is hampering the
advance of acculturation and the most easily
measured impact of corruption that it is inhibiting
development.
Then what kind of education can accelerate the
anti-corruption movement? The answer is only one,
systemic anti-corruption life in schools. The HR
element, learning tools, and available facilities should
be designed in such a way as to prevent corruption.
Teachers and lecturers must work even harder to
combat the seven behaviors perceived by society as
triggers of corruption. These seven behaviors initially
seem ordinary and simple, but if teachers and
lecturers do omission, this habit really has the
potential for students, and they will commit acts of
corruption in the future (Bocan, Lindahl, Mitrut,
2017). In addition, based on behavior theory, past
behavior influences future behavior. It means if
someone usually do certain behavior, this habit will
influence his or her decisions to repeat his or her
behavior in the future (Albarracin and Wyer, 2000;
Glasman and Albarracin, 2006; Liu, Furrer,
Sudharshan, 2001) Thus, all teachers must convince
that their student does not lead to corruptive actions
since those actions would be a bad habit which in turn
may cause a terrible disease for community (Borcan,
Lindahl, Mitrut, 2017; Sumah, 2017). While
combating the seven despicable behaviors, teachers
and lecturers continually strive to cultivate anti-
corruption behavior, namely Honesty, Responsibility
and Discipline (Bussmann, Niemeczek, Vockrodt,
2017; Siswandari et al., 2017)
Honesty is the most important aspect that must be
cultivated in schools and colleges (Engelbrecht,
Heine, Mahembe, 2017; Huberts, 2018; Saleim &
Bontis, 2009). Cultivating the behavior is
programmed and sustained, and by integrating it into
the curriculum i.e., the hidden curriculum for all
subjects. Explicitly, acculturation of good behavior is
integrated into the Teacher’s Education Lessons Plan
(Siswandari, et al., 2017; Wijaya, 2014: 24).
5 CONCLUSION
There are seven types of student behavior perceived
by academic community as having potential in
triggering acts of corruption: (1) bribing, by offering
food or other types, intended for easing business; (2)
cheating on test; (3) providing false financial data
intended for personal gain; (4) copying the works of
others; (5) taking sold food items without paying
them; (6) ordering food items more than provisions of
the committee; (7) taking quotes without citing the
source.
These seven disgraceful behaviors should be
eradicated early on. The eradication of these seven
despicable behaviors can be carried out through
learning process by cultivating honesty,
responsibility, and discipline (Bussmann,
Niemeczek, Vockrodt, 2017; Komalasari &
Saripudin, 2015; Siswandari et al., 2017). It should be
conducted programmatically, sustainably, in an ICT-
based education and learning, a democratic
atmosphere, a positive working environment, and in
an ethical way (Moro, 2018; Oye, 2013; Perltier-
Rivest, 2018).
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