Nationalism and integrity values in teaching-learning process of mathematics at elementary school of Japan

Abstract

The values of Nationalism and Integrity are very important to be grown in the young generation. Japan has succeeded in strengthening those values through education in schools. Therefore, it is necessary to do collaborative research between the Research Team of Universitas Negeri Semarang (UNNES) with the partner lecturer from Hiroshima University, that is Prof. Takuya Baba, Ph.D. The problem: How to integrate the values of Nationalism and Integrity in mathematics teaching-learning process at Miyauchi Elementary School of Hiroshima? The research method uses a qualitative approach with the research subjects of Miyauchi Elementary School teachers were selected. The main activity in Japan: observation, interviews, and Focus Group Discussion (FGD) in Miyauchi Elementary School, guided by the partner lecturer. The results of this research: (1) Nationalism and Integrity values has been instilled through families traditionally. (2) Schools apply Nationalism and Integrity values in real context through the learning process, including in the mathematics learning. (3) Courtesy and discipline were also planted in the classroom and has been entrenched among teacher-students. (4) When the student answers the teacher’s question, the students immediately stand up and salute by bowing, then respond.

Exploring anti-corruption education in Malaysian educational institutions

“…It is widely known that the approach in Malaysian schools focusses only on examination subjects while civic subjects are sacrificed. The anti-corruption value should start at a young age with positive values incorporated in the young soul, as in Japan, where they explicitly state that the education system is for citizen character formation (Suyitno et al , 2019; Assegaf, 2017). In that case, it is still puzzling whether the MACC plans have managed to go into the school systems.…”

“…Figure 1 shows that these countries are ranked 4th, 12th and 18th, respectively, on the corruption perception index (CPI) in 2021, indicating that they are clean in terms of corruption (Transparency International, 2022). Meanwhile, Malaysia is classified as highly corrupt, with a CPI ranking of 57th and 62nd in the year 2020 and 2021, respectively (Transparency International, 2021, 2022. Figure 1 shows the decreasing trend of Malaysia's CPI from 2000 to 2021.…”

“…While Singapore has proven to be successful in implementing anti-corruption strategies due to the strong political will of their government (Quah, 2017b), Japan has combatted corruption in different ways through prevention measures rather than having a dedicated agency to combat corruption (Oyamada, 2015). A review of past studies suggested that Japan integrates moral values in education to form good moral citizens’ behaviour from the beginning of the educational process throughout the educational system (Suyitno et al , 2019; Assegaf, 2017). Instead of punishing the corrupt criminals, Japan emphasises on prevention through encouraging government accountability, transparency and public sector ethics education (Oyamada, 2015).…”

Nationalism education in elementary school: A systematic literature review

“…No Methodology Country RQ Qualitative and quantitative method [59] Netherlands RQ 1 Analysis Study [60] China RQ 2 Qualitative [61] Belgium RQ 2 A systematic procedure for reviewing or evaluating documents [62] Vietnam RQ 3 Qualitative descriptive [63] Indonesia RQ 3 Qualitative descriptive [64] United States RQ 1 Qualitative descriptive [65] Sweden and USA RQ 3 Qualitative approach [66] Indonesia and Japan RQ 1 Quantitative and qualitative methods [67] Indonesia and Malaysia RQ 3 10 Qualitative approach [68] China RQ 1 11 Qualitative study [69] Indonesia RQ 3 12 Descriptive-analytic method [70] Indonesia RQ 1 13 Instruments development [71] Indonesia RQ 2 14 Mixed methods approach [72] Hong Kong RQ1 15 Qualitative study [73] Iceland and Finland RQ1 16 Research and Development [74] Indonesia RQ 3 17 Comparative (quasi-experimental approach) [75] Indonesia RQ 2 18 Qualitative method (content analysis) [76] Hong Kong RQ 2 19 Analyze the historical development [77] France RQ 2 20 Qualitative descriptive research [78] Indonesia RQ 1…”

“…Nationalism education in Indonesia is a conscious effort to shape the character of elementary school students based on Pancasila or Indonesian five principles to maintain the integrity of the nation. The feeling of nationalism manifests in commendable behavior toward humans, nature, and God [66]. In Indonesia, nationalism is an understanding, strength, and social capital that a single perspective cannot explain.…”