Anti-corruption education is an important part of raising a generation with strong morals and character. In Indonesia, anti-corruption education is part of the school curriculum through the subjects of PPKn, religion, and the Pancasila Student Profile Strengthening Project. However, in its implementation, there are still many obstacles in the implementation of its assessment. For this reason, this study aims to see the implementation of the anti-corruption education assessment currently being carried out in schools, analyze its shortcomings, and compile recommendations for implementing a more comprehensive and contextual assessment. This study was conducted using a descriptive qualitative method through literature studies and policy document analysis. The results of the study indicate that the assessment currently being implemented mostly focuses on the cognitive component, while affective and psychomotor assessments have not been carried out consistently. In addition, there are no criteria for the assessment and limited time for teachers to carry out the assessment per student, and the parents of students have not been involved in carrying out the assessment. Based on these findings, it is recommended that an assessment instrument be created that includes a character portfolio, a behavioral assessment rubric, and an assessment rubric from parents and peers. As part of building a culture of integrity in schools, it is necessary to implement a sustainable anti-corruption education assessment system. This research is expected to be an academic reference in developing assessment models that are relevant to the Indonesian social and cultural context.
Yasmiati et al. (2025) studied this question.