Journal of Positive Psychology & Wellbeing http://journalppw.com
2022, Vol. 6, No. 2, 1232 – 1246 ISSN 2587-0130
© 2021 JPPW. All rights reserved
INDONESIAN STUDENTS INTEGRITY IN REGULAR AND
RELIGIOUS-BASED SENIOR HIGH SCHOOLS
A.M. Wibowo
1
, Dwi Istiyani
2
, Arnis Rachmadhani
3
, Lilam Kadarin Nuriyanto
4
, T iti Isnaini
Fauzah
5
, Umi Masfiah
6
, Reslawati
7
, Isnanto
8
, Ahsanul Khalikin
9
, Achmad Rosidi
10
, Rosidin
11*
,
Oriza Aditya
12
1, 3, 4, 7, 8, 9, 10, 11
National Research and Inovation Agency, Indonesia
2
Walisongo State Islamic University, Indonesia
5, 6
Badan Riset dan Inovasi Nasional, Indonesia
12
Al-Ihya Kuningan Islamic University, Indonesia
Email: [email protected]
1
, [email protected]
2
, [email protected]
3
,
[email protected]
4
, [email protected]
5
, [email protected]
6
, [email protected]
7
,
[email protected]
8
, [email protected]
9
, [email protected]
10
, [email protected]
11
,
[email protected]
12
*
Corresponding author: [email protected]
11
ABSTRACT
The integrity of a nation can be built through educational process both formally and informally, within
family, school, and community. This article results from research that measures Indonesian students’
integrity in regular and religious-based public senior high schools on dimensions of honesty, responsibility,
tolerance, and love for the homeland. This study found two findings through quantitative descriptive
research methods with cross-tab analysis of instrument with a Guttman and Likert scale. First, there are
differences in student’s integrity attending regular and religion-based public high schools in dimensions of
honesty, responsibility, and tolerance. However, in the dimension of love for the homeland, integrity of the
regular and religion-based senior high school students is same. Second, the integrity of high school students
is influenced by supporting factors, both internal and external. At the same time, inhibiting factors for the
formation of student integrity are influenced by the absence of public spaces in schools, rules and sanctions
agreed upon by the community.
Keywords: Integrity, Students, Regular High School, Religion-Based High School, Honesty,
Responsibility, Tolerance, Love For The Homeland
INTRODUCTION
The integrity of a nation is built through the
national education system. It is a separate identity
that distinguishes one nation from another.
Countries around world build integrity to shape
the national identity. Japan is an example of a
technologically advanced country but still has
integrity by maintaining agricultural, cultural
values since the Meji restoration in 1907
(Reischauer 1978; Phillips 2014; Istiyani and
Wibowo 2020). In other Asian countries such as
South Korea, China, North Korea, integrity is built
when a child reaches adulthood through a military
service program to form love for the homeland
integrity (“Military Service in Korea” 2020;
China’s National Defense in the New Era 2019;
Minnich 2005).
Indonesia's national education system is regulated
in Law No. 20 of 2003 concerning the National
Education System. Indonesian national education
system emphasizes national education function is
to develop capabilities and shape integrity
1233 Journal of Positive Psychology & Wellbeing
© 2021 JPPW. All rights reserved
character and civilization of a nation to educate the
nation's life. The mission is to improve education
quality process to optimize moral personality
formation (Undang Undang Sistem Pendidikan
Nasional Indonesia, 2003). Thus, education has an
important role in developing nation’s character
and having high integrity in carrying out the
educational process.
In the Law on the Indonesian National Education
System, it is stated that the earliest effort to foster
citizens integrity is through education in family,
school, and community. Family plays an
important role in the growth of integrity. If
education in family and school environment able
to fosters integrity, it will eventually create an
integrity society.
This article is the result of research that aims to see
Indonesian students’ integrity from 4 dimensions,
namely honesty, responsibility, tolerance, and
love for the homeland. Students integrity is
thought to be influenced by the family, school, and
community environment. This research on the
integrity of Indonesian students is very important
in describing and analyzing Indonesian students'
integrity condition considering that recently there
have been cases of crimes involving students such
as brawls between schools, drug use, and
promiscuity.
Based on the honesty dimension, it has only been
measured by the level of cheating during school
exams. In 2017 it was revealed that as many as
58.9% of students were dishonest as it is difficult
working on exam questions (Ungusari, 2017).
Honest and dishonest behavior can arise because
external factors influence it in the form of strict
teacher supervision and environment situations.
Honesty integrity is the acceptance of students'
responsibilities amid strengths and limitations to
make choices in act (Barnard & De Beer, 2008).
Students who have honest integrity will be
responsible, which is expected to create a tolerant
spirit and love for the homeland. A tolerant
character in students is strongly influenced by
internal and external factors. Internally the
tolerant character is obtained by students through
subjects at school. Externally the tolerant
character is influenced by environmental factors.
The results of a study by the Research and
Development and Training Agency of the
Ministry of Religion revealed a tendency for
school-age students to become the basis for
recruiting members of an exclusive group and tend
to be intolerant of others outside the group
(Habibulloh, 2012). Religious movements
promoted in school organizations also tend to be
exclusive and intolerant of students outside their
religious groups ( Wibowo, 2015; Wibowo, 2017;
Salim, 2011). Intolerance towards other groups is
feared to affect the integrity of students in terms
of the dimension of love for the homeland, which
is pluralist in Indonesia because many religions
and multicultural because Indonesia consists of
various tribes and different customs
(Kusumohamidjojo, 2000; Wibowo, 2015b).
Based on those background, research on student
integrity in Indonesia is very important and
interesting to study. There are two objectives in
this research article: first, to describe and analyze
the integrity of Indonesian students in terms of
responsibility, honesty, tolerance, and love for the
homeland. Second, analyze the factors that
influence strength and weakness of Indonesian
students’ integrity in terms of responsibility,
honesty, tolerance, and love for the homeland.
Review The Literature and Theoretical
Framework
Integrity is a concept that refers to the consistency
between actions and values , and principles. In
ethics, integrity is defined as honesty and
correctness of one's actions. Integrity is generally
defined as cohesiveness, unanimity, wholeness,
honesty, and trustworthiness (Basri, 2019; Cloud,
2007). Humans are said to have high integrity if
they become whole persons to be trusted. Humans
with integrity have a unified aspect both
cognitively, affectively, morally, spiritually,
physically, socially, emotionally. There are still
misconceptions and doubts that one's integrity can
be formed through character education. Even
more extreme character education is considered a
myth, anti-democratic, old-fashioned,
paternalistic, and conservative (Kristjánsson,
2013).
Several studies have proven oherwise that
character education arranged in the school
A.M. Wibowo
1
, Dwi Istiyani
2
, Arnis Rachmadhani
3
, Lilam Kadarin Nuriyanto
4
, T iti Isnaini Fauzah
5
, Umi Masfiah
6
,
Reslawati
7
, Isnanto
8
, Ahsanul Khalikin
9
, Achmad Rosidi
10
, Rosidin
11
*, Oriza Aditya
12
1234
© 2021 JPPW. All rights reserved
curriculum can shape students' integrity and
increase people satisfaction and well-being with a
strong character, which is less prone to depression
when they become adults (Proctor et al., 2011; Sin
& Lyubomirsky, 2009). Cultivating integrity in
shaping student character requires an educational
model in the form of an exemplary teacher, and it
turns out that exemplary is rarely used as a direct
teaching method so that students still consider
teachers not as role models to emulate (Sanderse,
2013; Lickona, 1992; Willemse, Lunenberg, &
Korthagen, 2008).
There are various concepts of character education
as forming students' integrity. Thomas Lickona
(2004) defines 10 essential dimensions of
integrity-forming character values : wisdom,
justice, fortitude, self-control, love, positive
attitude, hard work, integrity, gratitude, and
humility. Other integrity concepts include
honesty, keeping promises, loyalty, responsibility,
persistence, friendly and caring, respect, justice,
and citizenship (Suryadi, Nisa, & Sumiati, 2016).
Even Baxter, et al (2012) compiled the concept of
integrity in four main dimensions, namely moral
(Ethical Value), motive (Wholeness of character),
commitment (Identity), quality and achievement
(Standing for something).
In the Indonesian context, strengthening the
integrity of students is instilled through character
education as stipulated in the Regulation of the
Minister of Education and Culture of the Republic
of Indonesia Number 20 of 2018 at the level of
formal education starting from early childhood
education to higher education. The dimensions of
student integrity consist of 18 characters which
include religious values, honest, tolerant,
disciplined, hard working, creative, independent,
democratic, curiosity, national spirit, love for the
homeland, respect for achievement,
communicative, peace-loving, fond of reading,
caring for the environment, caring socially, and
being responsible (MoEC, 2018).
Integrity in the values of tolerance of the
Indonesian people, research on Islamic
Conservatism and Religious Intolerance in
Tasikmalaya (Mudzakkir, 2017) reveals that since
the 1990s, there have been symptoms of cultural
and religious conservatism which are feared to
lead to religious intolerance in various regions.
Rober Hefner (2013) in a study of religious
freedom in Indonesia also revealed that before
President Soekarno's leadership retirement (old
order) to suppress the movement of religious
exclusivity that had the potential to cause inter-
religious intolerance, Soekarno issued a
Presidential Decree on blasphemy against
religion. In fact, in an article entitled Creating a
culture of religious tolerance in an Indonesian
school, it is stated that since regional autonomy
implementation in Indonesia, the seeds of
intolerance between religions and ethnic groups
have become more clearly visible (Raihani, 2014).
Intolerance towards religious minorities becomes
more evident when it is facilitated by state policies
that tend to favor the majority group. Studies on
the potential for intolerance due to religious
conservatism have also been included in school
religious organizations under the SHS students’
coucil (OSIS) organization (Salim, 2011;
Wibowo, 2017; Wibowo et al., 2018).
Intolerance will cause divisions between groups
that are feared and will cause the disintegration of
the nation related to love for the homeland. In The
class of civilization (Huntington, 1993), Samuel
Huntington states that cultural differences in a
nation are vulnerable to causing the division of a
nation. In the context of Indonesia as a republic
country with a population of 280 million people
from more than 300 ethnic groups with 1340
ethnic groups with different cultures (Portal,
2020) and inhabiting hundreds of islands, the issue
of division that causes national disintegration must
be anticipated. The problem of growing love for
the homeland and minimizing the nation's
disintegration needs to be done by the
government, one of which is through education in
schools.
From the literature review above in Indonesia, it is
very important to research the integrity of
Indonesian students. Objectively integrity is
defined as a form of loyalty, in action, to rational
principles (general truths) and rational, authentic,
and emotional values of competence (Peikoff,
1991; Basri, 2019). Integrity is identified into ten
aspects: self-motivation and encouragement,
moral courage and firmness, honesty, consistency,
commitment, diligence, self-discipline,
responsibility, trust, and justice (Barnard & De
1235 Journal of Positive Psychology & Wellbeing
© 2021 JPPW. All rights reserved
Beer, 2008; Covey, 2006; Basri, 2019). Research
on student integrity in regular and religion-based
senior high school students is limited to 4
dimensions of integrity, namely honesty and
academic responsibility, tolerance, and love for
the homeland based on integrity theory ((Basri,
2019; Cole, Hinman, Kiss, & Wilson, 2021).
The formation of student integrity which includes
honesty and student academic responsibility,
tolerance, and love for the homeland, can be
influenced by internal and external factors.
Internally, student integrity is influenced by the
school environment, learning environment, school
rules and sanctions, socialization of principles at
school, interaction at school, openness with
friends, availability of public space. Externally,
the integrity of students can be influenced by the
family and community environment. In family
environment, student’s integrity can be influenced
by interactions between family members,
inculcation of discipline in the family, and
parental assistance. In the community, student’s
integrity is influenced by activities in community
organizations, regulations and sanctions, and the
inculcation of the principles of community
organization. The dimensions and indicators of
student integrity are visualized in a research
instrument to measure the integrity of students in
regular and religion-based senior high schools.
This research instrument to measure the integrity
of students in regular and religion-based senior
high schools uses a valid and reliable instrument
compiled by the Research and Development
Agency and Training of the Ministry of Religion
which was compiled in 2019 (Basri, 2019).
RESEARCH METHODS
The design of this research is descriptive
quantitative, which aims to measure the integrity
of students in public high schools and religion-
based high schools. This study only measures one
research variable, namely the integrity of senior
high school students as seen from the dimensions
of honesty, responsibility, tolerance, and love for
the homeland. By using the survey method, the
sample of this study was drawn from the
population of Central Java Province. Using
stratified random sampling from the population of
Central Java province, two research locations
were selected. Using stratified random sampling,
three districts with 21 senior high schools were
selected from these two careers as research units
of analysis.
Respondents involved in this study were 212 of 21
regular schools and religious-based schools that
became the research analysis unit. All respondents
are considered to have the same capacity and
characteristics as the overall sample principle
(McKean & Sheather, 2003, Busk, 2010;
Ramachandran & Tsokos, 2021). All respondents
consisted of 105 male students and 107 female
students. Based on the education majors taken by
the respondents, 55 students took the Exacta (IPA)
program, 44 respondents took the Social science
program, and 4% of the Language Program
students. The number of respondents in each
department is based on the Slovin formula for
sampling.
Figure 1. The description of research respondents seen from the majors in their schools (science, social
studies, language)
A.M. Wibowo
1
, Dwi Istiyani
2
, Arnis Rachmadhani
3
, Lilam Kadarin Nuriyanto
4
, T iti Isnaini Fauzah
5
, Umi Masfiah
6
,
Reslawati
7
, Isnanto
8
, Ahsanul Khalikin
9
, Achmad Rosidi
10
, Rosidin
11
*, Oriza Aditya
12
1236
© 2021 JPPW. All rights reserved
This research instrument was developed from an
instrument prepared by the Research and
Development Agency and Training of the
Ministry of Religion in 2018 which was validated
and reliable (Basri, 2018). Two scales are used to
measure the integrity of high school students in
regular and religion-based senior high schools,
namely the Likert and Gutman scales. The
Gutman scale is used to measure the integrity of
high school students through the dimensions of
honesty, responsibility, tolerance, and love for the
homeland. This scale is a dichotomous scale that
only provides two yes or no answer choices with
0 or 1(Domino, 2006; Abdi, 2010). The Likert
scale is used to measure the factors that affect the
integrity of regular and religious-based senior high
school students. The Likert scale provides five
answer choices in answer intervals from very low
to very high with a value of 1-4 (Brace, 2018;
Sugiyono, 2017).
The validation and reliability of the instrument in
this study used a one-shot system model (Zhang &
Shiue, 2001; Hall & Mosleh, 2008; Vintr & Valis,
2007; “Reliability Modeling and Analysis of One-
Shot Systems,” 2017; Wu, Hsu, & Huang, 2020;
“One‐Shot Device Testing Data,” 2021). Based on
the validation and reliability test of 100 questions
that have been compiled, there are 90 valid and
reliable questions, namely 44 questions using the
Guttman scale and 46 questions using the Likert
scale. The instrument lattice is presented in Table
1.
Table 1. Intrument Grid
Student Integrity in
regular and religion-
based public High
Schools
Dimention Indicators
Honesty Conformity between words and actions
Courage to tell the truth
Avoid cheating
Responsibilities Initiative in learning,
Able to deal with problems on their own
Comply with applicable regulations
Implementing a mutual agreement
Rist taking
Tolerance Respect for diversity
Berinteraksi dalam keberagaman
Love for the
homeland
Love and be proud of the homeland and
Indonesian
Willing to defend the country even though it is
difficult
Caring to the environment problems
The factors influence
integrity
School
environment
Learning and supervision system
1237 Journal of Positive Psychology & Wellbeing
© 2021 JPPW. All rights reserved
Rules and sanctions
Family
environment
Interaction with family
Discipline in the family
Parental supervision
Society
environment
Activeness in community organizations
Rules and sanctions
Forming organizational principles
Data analysis was carried out descriptively
quantitatively with the Cross-tab method. Cross
tab analysis was used to see the trend of regular
and religion-based senior high school students
(Truscott & Stenhouse, 2018; Raman &
Richardson, 2019; Brooks, Ly, & Brady, 2021).
This tendency of student integrity is then
associated with factors that affect senior high
school student’s integrity. Thus, senior high
school student’s integrity in Indonesia are
generally concluded.
RESULTS AND DISCUSSION
Overview of the research sample
At the population level of Central Java Province,
there are 865 public and private senior high
schools spread across 34 cities/districts. At the
sample level of City, Salatiga, Magelang, and
Temanggung Regency, which became the sample
of this study, the research sample can be seen in
Table 2.
Table 2. Population and research sample
City/Regency Regular
Senior High
School
Religion-Based Senior
High School
Research
Sample
Salatiga 3 6 5
Magelang 5 8 7
Temanggung 10 5 9
From the table above, it can be seen that as a
population, there are 37 high schools in the 3
cities/districts which are divided into 18 public
and private senior high schools, 19 Islamic,
Christian, and Catholic religious-based high
schools. Temanggung Regencies, Salatiga and
Magelang do not have high schools based on
Hinduism or Buddhism. A sample of 21 schools
was taken to represent regular and religion-based
senior high schools from the total high school
population. The results of the school sampling
were 10 regular and 11 religion-based senior high
schools which were then used as research samples
to collect student data. Each school sample taken
10 students as research respondents. A sampling
of respondents using equal sampling method
Senior High School Student Integrity in
Central Java Based on the Honesty dimension
The integrity of senior high school students on
honesty dimension is measured through 3
indicators described in 10 statement items. The
three indicators include consistency between
students' words and actions, courage to convey the
truth, and avoiding cheating. Found 8 positive
things and 2 negative things on the honesty
A.M. Wibowo
1
, Dwi Istiyani
2
, Arnis Rachmadhani
3
, Lilam Kadarin Nuriyanto
4
, T iti Isnaini Fauzah
5
, Umi Masfiah
6
,
Reslawati
7
, Isnanto
8
, Ahsanul Khalikin
9
, Achmad Rosidi
10
, Rosidin
11
*, Oriza Aditya
12
1238
© 2021 JPPW. All rights reserved
dimension. The eight positive things are 100% of
respondents paid for what they bought, 92% of
respondents admitted they were wrong when they
were late for class even though they knew they
would be punished, 87.3% of students were honest
under any circumstances, 87.3% of students dared
to reprimand their friends who bad behavior,
87.3% of respondents never cheated on exams,
97.6% of respondents never faked their parents'
signatures, 98.1% of respondents never stole, and
88.7 high school students respondents never used
their friends' belongings without permission first.
While the two negative things found in the
vocational dimension were 73.1% of students
were not open to the guidance and counseling
teacher about students' problems and 71.7% of
high school students never mentioned the source
of knowledge during exam.
Further analysis was conducted to see the
difference in honesty between regular and religion
based high school students. Cross-tab analysis was
carried out by counting all “Yes” answers to the
two Senior High Schools analysis units of research
data and presenting them as a percentage in a
table. The results can be seen in Table 3.
Table 3. Student Integrity based on Honesty Dimension
Students statement Students response; Yes (%)
Regular
SHS
Religion-Based
SHS
Pay to what has been bought 100 100
Not open to Counseling Teachers for personal problems 66,6 80,3
Be honest under any circumstances 100 99,09
Admit the mistake when late for school with the consequences of
a penalty 87,25 87,27
Reprimand a friend who behaved badly 95,09 89,09
Citing an article without citing the source 11,76 13,63
Do not cheat on the exam to get a high score 66,6 76, 36
Ever forged a parent's signature 1,9 2,7
Have ever taken money without permission 0,98 1,8
Have ever used a friend's stationery without permission 12,7 10
From the results of the analysis, it can be seen
between students in regular and religion-based
high schools, they are almost the same except for
the statement items involving counseling teachers
to discuss personal problems. Students in religion-
based high schools consult more with counseling
guidance teachers than students in public high
schools. In addition, it can be seen from the
statement that they did not cheat on the exam to
get high scores. Students in religion-based high
school were much better than regular high school
students, 76.36 religion-based high school
students never cheated, while regular high school
students only had 66.6 students who did not.
1239 Journal of Positive Psychology & Wellbeing
© 2021 JPPW. All rights reserved
Dimensions of responsibility for high school
students
The integrity of high school students seen from the
dimension of responsibility is measured through 5
indicators described in 10 statements. Indicators
of responsibility include independent learning
initiatives, addressing problems well, complying
with applicable regulations, carrying out
collective agreements, and taking risks for the
actions taken. The results of the study revealed
that in the responsibility dimension, eight positive
dimensions of student responsibility were
obtained, namely 86.3% of respondents doing
homework without being asked, 81.6% of
respondents collecting school assignments on
time, 85.4% of respondents doing exam questions
honestly, 53, 8% of students choose to study
together if they encounter difficulties in doing
schoolwork, 92.9% of students throw garbage in
the trash, 92.9% of senior high school students
have never committed acts of vandalism in the
school environment, 95.8% of students obey the
results of class deliberation, 53.8% of students
refused the invitation to play during study hours
outside of school. Meanwhile, negatively, the
integrity of senior high school students is seen
from the dimension of responsibility. There are 2
things that concern education practitioners,
namely 71.2% of students never repeat the lessons
they have learned when they are at home, and
65.6% of students choose to study alone in class
when the teacher is absent.
The dimensions of responsibility for senior high
school students were analyzed further to see the
differences in regular s and religion-based high
school students. Using cross-tab analysis, the
results are then tabulated in Table 4.
Table 4. Student integrity based on the responsibility dimension
Item statement Student statement answered Yes
(%)
Regular SHS Religion-based
SHS
Doing homework assignments without being asked 83.33 89.09
Repeat lessons at home every day 77,45 65,45
Studying in class when the teacher is absent 69,6 61.81
Dispose of garbage in its place 92,15 93,63
Not committing vandalism at school 97,05 93,63
Emphasis on learning over playing 48,03 59.09
Obey the results of deliberation in class 97,05 94,54
Collect assignments on time 81,37 81,88
Study together if homework is difficult 51,9 55,45
Based on table 4, it can be seen that, the integrity
of students in the dimensions of responsibility
between regular and religion-based high senior
school students is almost the same and is in a good
category. However, descriptively qualitatively,
something striking is seen wherein doing
homework, religion-based high school students
89.09% of respondents do it without being asked,
while students in general high school only 83.33%
do homework without being asked. The choice
A.M. Wibowo
1
, Dwi Istiyani
2
, Arnis Rachmadhani
3
, Lilam Kadarin Nuriyanto
4
, T iti Isnaini Fauzah
5
, Umi Masfiah
6
,
Reslawati
7
, Isnanto
8
, Ahsanul Khalikin
9
, Achmad Rosidi
10
, Rosidin
11
*, Oriza Aditya
12
1240
© 2021 JPPW. All rights reserved
that is more concerned with learning than playing
religion-based high school students is also better
than regular high school students. This is shown
from 59.09% of religion-based high school
students who are more concerned with studying
than regular high school students, who are only
48.03 percent of each unit of high school analysis.
However, when viewed from honesty in doing the
exams, regular high school students are better than
religion-based high schools where from each unit
of analysis for high school, 88.23% regular high
school students are honest in doing exam even
though they did not study. In comparison, students
in religion-based high school are 82,72% who
honestly took the exam even though they did not
study.
Dimensions of tolerance for senior high
school students
The integrity of high school students seen from the
tolerance dimension is measured through 2
indicators described in 10 statements that students
must fill out. Based on the cross-tab obtained 2
things, namely positive things and 2 negative
things on the answers to statements of high school
students. Positively 8 out of 10 statements
answered "Yes" by 90% of students. Two negative
things to the dimension of student tolerance were
found in the item statements of objection to the use
of religious symbols in schools led by principals
of different religions. The percentage of "yes"
answers was 72.4% for items objecting to the use
of religious symbols or attributes in schools and
83% for statement items refusing to be led by
principals of different religions.
Suppose it is analyzed partially by using a cross-
tab on the tolerance dimension. In that case, the
results of the integrity research for regular and
religion-based high school students can be seen in
Table 5.
Table 5. The integrity of students based on the dimension of tolerance
Item statement Student statement
answered Yes (%)
Regular
SHS
Religion-
based SHS
Dislike being taught by teachers of different religions 92,15 88,18
Respecting friends to worship based on their beliefs 100 100
Fanatic of one's religion but respect other religions followers 99,01 95,45
Helping friends of different religions when they have a problem 100 95,45
Dislikes holding religious events in schools 96,07 93,63
Dislike the use of religious symbols in schools 91,17 75,43
Enthusiast with different customs 98,18 98,18
Dislike being led by a school principal of a different religion 70,58 74,54
Willing to share a room with friends of different religions in school
activities
93,13 93,63
I enjoy art from other tribes 97,05 92,72
1241 Journal of Positive Psychology & Wellbeing
© 2021 JPPW. All rights reserved
Based on table 5, it can be seen that in general,
almost all statement items on the tolerance
dimension are answered "yes" by 90%, except for
2 statement items, namely first, the leadership of
school principals with different religions who
answered only 70.58% by regular high school
respondents and 74, 54% of high school
respondents based on religion. The second
statement item, related to religious teachers who
are different from the religion embraced by
students, obtained as many as 92.15% of
respondents at regular high schools stated that
they were happy to be taught by teachers of
different religions. In comparison, only 88.18% of
students were willing to be taught by different
teachers’ religion in religion-based high schools.
Dimensions of love for the homeland
The integrity of high school students seen from the
dimension of love for the homeland is measured
through 3 indicators which are described in 10
statement items. The 3 indicators include love and
pride for the Indonesian homeland, willingness to
defend the country even though it is difficult, and
indicators of concern for environmental problems.
The results are very encouraging, namely the
integrity of high school students seen from the
dimension of love for the homeland 100% of high
school students have strong integrity to love the
homeland. This love for the homeland can be seen
from visiting historical museums, singing the
national anthem at every official event, enjoying
regional songs, being happy with national songs,
loving domestically made products, feeling proud
of the flying of the state flag, being proud of the
symbol of the Indonesian state, defending the
homeland. , environmental work and break up
friends who are in conflict.
Factors that affect senior high school
students integrity
Internal and external factors qualitatively
influence the integrity of regular and religious-
based high school students. These factors are
suspected to directly or indirectly affect the
integrity of respondents, both those who attend
public high schools and religion-based high
schools. This study qualitatively tries to analyze
the factors that affect the integrity of high school
students both internally and externally. The
analysis is based on respondents' statements about
what they have experienced related to honesty,
responsibility, tolerance, and love for the
homeland.
Internally, based on respondents' answers, high
school student’s integrity is influenced by the
school and family environment. The school
environment includes the school's learning and
supervision system, rules and sanctions for
socializing the principles of life for school
students, social interaction in schools, openness to
friends, and the availability of public spaces
within schools that support the formation of
student integrity. Family environmental factors
include the intensity of interaction in the family,
inculcation of discipline in the family, and
education and parental supervision.
In the school environment, there are religious
education subjects for all students, the interaction
between students of different religions in one
school, teachers of different religions in one
school, strict sanctions for violators of school
regulations, counseling rooms, and counseling
teachers, religious activities in schools, and
activities to commemorate national holidays also
contribute to the formation of the integrity of high
school students. The survey of 212 high school
respondents revealed that 100% of respondents
stated that their school had religious subjects,
friends, and teachers of different religions that the
respondents embraced. In religious education,
comparative religions are also discussed and how
to behave with adherents of different religions.
Based on the questionnaire analysis, it was found
that 73.1 percent of high school students had
attended a study on religious differences. Of
course, religious learning, which includes how to
behave with followers of different religions,
produces religious expressions for high school
students. Regarding students' religious
expressions, it was found that 86.4 percent of
students found it easy and very easy to express
their religious values both at school and in public
places.
In the family environment, the interaction between
family members, worshiping individually or in
A.M. Wibowo
1
, Dwi Istiyani
2
, Arnis Rachmadhani
3
, Lilam Kadarin Nuriyanto
4
, T iti Isnaini Fauzah
5
, Umi Masfiah
6
,
Reslawati
7
, Isnanto
8
, Ahsanul Khalikin
9
, Achmad Rosidi
10
, Rosidin
11
*, Oriza Aditya
12
1242
© 2021 JPPW. All rights reserved
congregation in the family, the division of tasks in
the family, the existence of rules and sanctions in
the family are thought to influence in shaping the
integrity of high school students. The results of the
questionnaire analysis showed that 75.5% of
respondents share or establish intensive
communication with their families at least once a
week, 76.4% of the respondents' neighborhoods
have rules and division of tasks for each family
member, but only 67.5 percent of respondent's
home environment which has sanctions for
violators. The condition of the family environment
qualitatively affects the formation of the integrity
of high school students.
Externally the integrity of high school students is
qualitatively influenced by the community
environment where the respondent lives.
Activeness in organizations in the community, the
existence of social regulations and sanctions in the
community, as well as the inculcation of
organizational principles in the community are
thought to influence the formation of student
integrity both from the dimensions of honesty,
responsibility, tolerance, and love for the
homeland. Based on the analysis of the statements
answered by the respondents, it was obtained a
description that more than 94.8% of students had
worshiped at a house of worship around the
student's residence. In addition, 92.9% of students
celebrate national holidays in their neighborhood.
In addition, 82.5% to 86.8% of students are
involved in social service activities in the
community and spiritual activities in the
community.
Based on the analysis of the answers to
respondents' statements, the integrity of high
school students can be described as a system of
internalizing the integrity values of honesty,
responsibility, tolerance, and love for the
homeland formed by internal factors and external
factors as well as minimizing weaknesses in
education both within the environment. Based on
the research results on the system framework for
forming the integrity of high school students, it
can be described as follows.
1243 Journal of Positive Psychology & Wellbeing
© 2021 JPPW. All rights reserved
Gb. Model of forming student integrity in Regular and Religion-based High Schools
CONSCLUSION
Based on the findings and analysis of high school
student’s integrity seen from the dimensions of
honesty, responsibility, tolerance, and love for the
homeland, it can be seen that from the honesty
dimension, high school students who attend
regular schools are better than students who attend
religion-based high schools. Based on the
dimensions of responsibility, religion-based high
school students are better than regular high school
students. Based on the tolerance dimension,
religion-based and regular high school students
relatively have the same positive tolerance attitude
except for the issue of school class leadership who
has different religious beliefs from students. Seen
from the dimension of love for the homeland,
regular and religious-based high school have a
good attitude of patriotism. The integrity of high
school students seen from the dimensions of
honesty, responsibility, tolerance, and love for the
homeland is influenced by supporting and
inhibiting factors. Supporting factors are
influenced by internal and external. The school
and family environment are internal influence, and
the community environment around the student's
residence is an external factor that affects the
integrity of high school students. Weaknesses or
inhibiting factors forming the integrity of high
school students are internally influenced by the
absence of being influenced by the absence of
public spaces in schools and the absence of
regulations and sanctions agreed upon by the
community.
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