An Emergence of Character Leaders Through Honesty as a Moral

Virtue

Kama Abdul Hakam, Siti Nurbayani, Ratna Fitria and Warlim Isya

General Education Department, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Banding, Indonesia

{Kama.ahakam, s.nurbayani, ratna_fitria, warlim_isya}@upi.edu

Keywords: Leader, Value Internalization, Young Generation.

Abstract: In the moment of the present time, behaviors of leaders are various viewed in terms of their styles. On one

hand, there are polite leaders yet committing corruption and on the other hand, there are firm leaders yet they

cannot control their attitudes so that they end up into the jail. The democratization initiated since the

reformation requires political actors to be more open, honest and decisive in their political activities. However,

in its implementation of the openness, honesty and firmness displayed by the political elite is often not in the

frame of politeness so that it ethically creates controversy and community rejection. Moreover, this

impoliteness is then extended by the news in the free and open communication media. Therefore, all these

actions are watched by all people, including the young generation who are psychologically in search of

identity. When people watch and adopt the positive things from their leaders, this circumstance is indeed as

expected. However, if the case is vice versa in which people, especially younger generation mostly adopt

negative values from their leaders, it is certainly very regrettable. In this present study, a quantitative approach

employed in order to explore the significance of the value information affecting the young generation. With

respect to the research sites, the research was conducted at Universitas Pendidikan Indonesia, Universitas

Islam Negeri, and Universitas Parahiyangan. The Guttuman scale as the research instrument was employed

in this study using two firm and consistent answers, namely yes value (1) and no value (0). The results showed

that there was a correlation between the internalization of values and the character formation. In fact, not all

people are able to pass the process of internalization of value, and 82% of young generation has once lied.

1 INTRODUCTION

As expressed by the Academics from Paramadina

University, Anies Baswedan, Indonesia is in the age

of leadership crisis. He emphasized that Indonesian

people are currently in need of a good leader. As a

matter of fact, based on his opinion, Indonesia has

many influential figures. However, the availability of

leaders is not all well accepted by the people. Being

firm and competent is one of the indicators that

should be possessed by a leader. (Wibisono, 2011)

The behavior of a leader who dares to scold his

subordinates in public, insult the scripture of a

particular religion, and issue inappropriate words,

will certainly have an impact on the value of the

younger generation. Undeniably, leaders are

considered as a role model. In fact, they will always

be a barometer for the behavior of the next

generation. Moreover, the younger generation is the

heir of values and future leaders. Therefore, it is

necessary to have a leader supported by an identity.

This kind of leader should be initially produced and

educated as a true leader.

Educational endeavors in instilling positive values

believed by people should not only limited to

knowledge but also need to include attitudes and

behaviors of the future leaders. Individual value

development needs to be realized holistically in order

to become an ideal human being who is equipped with

a positive and noble character. As good leaders, it is

necessary to understand the concept of value

internalization, how to internalize the value to the

individual, the level of internalization and it is also

needed to have ability to construct potential values of

young generation toward the maturity in accordance

with the noble values believed by society or nation.

Given the importance of leaders who have the

identity, the purpose of this study is to determine the

correlation between the influence of value

information on the leadership of the younger

generation. After getting familiar with the correlation,

it can be identified the number of young generation

156

Hakam, K., Nurbayani, S., Fitria, R. and Isya, W.

An Emergence of Character Leaders Through Honesty as a Moral Virtue.

In Proceedings of the 2nd International Conference on Sociology Education (ICSE 2017) - Volume 2, pages 156-160

ISBN: 978-989-758-316-2

who can put the value of honesty as an identity and

the reason behind the one's moral levels which are

different from one another.

2 PREVIOUS STUDIES

The study on the dream leadership had been done by

Kouzes and Posner. Based on his study involving ten

thousand respondents, they resulted in the same

answers: 1) leaders practiced their words, 2 they

prove their words (they walk the talk), 3) his actions

are consistent with his words (they follow through on

their promises, 4) they do what they do (they do what

they say, they will do) (Tasmara, 2006). Based on

those aforementioned criteria, as argued by Kouzes

and Posner (2004) the subordinates will follow the

leaders who have good characteristics and

personality. As good leaders, they should have a good

characteristic, especially honesty. In fact, this type of

good character is highly important for leaders.

Moreover, good leaders should also be trustworthy.

In the practical life, they are encouraged to be able to

distinguish right and wrong. Therefore, they can be

an ideal leader and will not mislead in their

leadership. In fact, their subordinates will feel

comfortable led by this kind of leaders. In this

specific case, honesty is in fact closely related to

values and ethics.

3 METHODS

Based on the aforementioned information, the

researcher then is desirous to know the honesty within

the students. In this present study, the researcher

involved 300 students coming from three different

universities. The selection of students as the

respondents of this study was based the assumption

that age determines one's moral reasoning. In a study

conducted by Delgado and Oliver (1995) conducted

in Spain, it was found the evidence that age is a

determinant variable in determining the development

of moral reasoning or moral judgment. Similarly,

White (1986), in both cross-sectional and longitudinal

studies in Bahama, also found the significant impact

of age. In fact, the results of his study supported the

hypothesis that the moral reasoning will improve as

the growing of one’s age, at least in the first three

stages. Subjects in this study amounted to 300

respondents who are young people (students) who

were in the city of Bandung, which is composed of

150 men and 150 women. Age of the respondents in

this study ranges from 20-24 years. Education

respondents in this study were high school graduates

goes to coledge, which is divided in three universities

in Bandung - Indonesia. The study was conducted

with survey approach, in which this approach

classified in quantitative-oriented research design.

Survey approach because researchers aim to make an

assessment of the specific characteristics of a

population by using a sample. Given the quantity of

the subject in the population is too large and difficult

to involve them in research Instrument used to

measure the variables Guttuman Scale using two firm

and consistent answer is yes and no, values yes (1)

and the value is not (0). Besides, it has also been

conducted interviews to strengthen and enrich the

analysis of the results of the questionnaire. Sampling

technique used is convenience sampling. The

convenience sampling method is a method of non-

random sampling basis. The sample is related to the

readiness and willingness of respondents to be in the

study sample.

4 RESEARCH RESULTS

The process of value internalization of the younger

generation in sequence can be seen as follow:

4.1 Young Generation is in the Moral

Information Level

Figure 1: The Moral Information Level.

Based on figure 1, it can see that male students from

UPI and UIN are in the same moral level resulting in

100% in the position of value information, and 97%

of male students from UNPAR are in the position of

moral information. However, 97% UPI female

students are in the position of moral information, 98%

of moral information is occupied by UNPAR female

students, UIN female students in fact result in 100%

of moral information position. It implies that all

respondents know the meaning of honesty. In the

An Emergence of Character Leaders Through Honesty as a Moral Virtue

157

internalization of the value, this level is considered as

the lowest level.

4.2 Young Generation is in the Moral

Belief level

Figure 2: The Moral Belief Level.

At this level, the students are required to believe that

honesty is important for all people. Based on figure 2,

100% of UPI and UNPAR male students believe in

the importance of living with honesty, while 96%

UIN male students believe in the importance of

honesty and 4% do not believe. On the other hand,

around 97% of UPI female students believe in the

importance of honesty and 3% do not believe in it,

92% of UNPAR female students in fact believe in the

importance of honesty and 8% do not believe in it,

and 2% of UIN female students do not believe in the

importance of honesty and 98% of them believe it.

4.3 Young Generation is in the Moral

Attitude level

Figure 3: The Moral Attitude Level.

Moral attitudes can be measured by the statement of

dislike. Therefore, the question posed is that I am

afraid that one day I have to lie, and the results in

figure 3, show that 88% of UPI male students avoid

lying and 12% of them still lie. On the other hand,

91% of UPI female students choose not to lie and 9%

of them still lie. 81% UNPAR male students choose

not to lie and 19% of them remain lying, while 80%

of UNPAR female students choose to avoid lying and

20% of them remain lying. For the students of UIN,

84% of male student prefer not to lie and 16% are not

afraid of lying and 94% of UIN female students

choose to be afraid of lying and 6% of them do not

feel frightened when lying.

4.4 Young Generation is in the Moral

Value level

Figure 4: The Moral Value Level.

The position of moral values marked by the value has

become the self-principle. Then, the question posed is

that ‘it has been accustomed that I do not speak lie.

The results in figure 4, show that 71% of UPI male

students place honesty as a habit, and 29% of them

place speaking lie as a habit. On the other hand, 73%

of UPI female students consider that lying is not

habits and 27% of them have been accustomed to lie.

Then, 35% of UNPAR male students consider that lie

is a habit and 65% of them put honesty as habit, while

for UNPAR women students, 64% of place honest as

a habit and 36% of women do not make honesty as

habit. At UIN, 74% of UIN male students consider

that honest is a habit and 26% of them assume that

lying is a habit, while for women, 70% of them

choose to place honesty as a habit and 30% of them

are accustomed to lie.

4.5 Young Generation is in the Moral

Character/Personality level

Figure 5: The Moral Character/Personality Level.

In this level, honesty has become a character of

students characterized by putting honesty as an

ICSE 2017 - 2nd International Conference on Sociology Education

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identity. The question posed is that ‘if one day I lie, I

usually do not feel comfortable all day and do not

have a good sleep. The results in figure 5, show that

70% of UPI students, especially male students place

honesty as their own personality and 30% of them do

not feel guilty when lying. For UNPAR students, 42%

of them, especially male students feel innocent when

lie and 58% feel guilty when lying, while for woman.

4.6 Young Generation is in the Moral

Dignity level

Figure 6: The Moral Dignity Level.

The level of dignity can be performed through the

questions and observation that; do not feel afraid of

defending the principle, do not take into account

social, juridical, and political risks, do not break the

principle, even in an emergency, and maintained by

their own soul and body. Then, the question asked is

that ‘even if life at stake I will not lie’. The results of

this level showed that 18% of UPI male students will

not lie, 23% of them will not lie, and 12% of UIN

students will not lie even if life is at stake. For

women, 15% of UPI female students will not lie, 18%

of UNPAR female students will not lie, and 14% of

UIN female students will not lie respectively.

Based on the diagram above, it can be seen that at

the level of the process of value internalization of

students in a sequence:

 At the moral information level, the students at

the three universities yielded different results.

UPI male students reaches 100%, and female

students reaches 97%, while for UNPAR

students, the result is 97% of male students and

98% of female students, and at UIN, male and

female students result in 100%.

 At the moral belief level, UPI and UNPAR

students reaches 100%, and 96% of UIN

students, 97% of UPI female students and 92%

of UNPAR female students, and 98% UIN

female students.

 As a moral attitude (at the Moral Attitude level)

88% of UPI students, especially male students

place honesty as a moral attitude and followed

by 81% of UNPAR students, and 84% of UIN

students, while 91% of UPI female students

make honesty as a moral attitude and followed

by 80% of UNPAR students, and 94 UIN

Students.

 As a moral value (at the Moral value level) 71%

UPI male students place honesty as a moral

value, followed by 65% of UNPAR male

students, and 74% of UIN male students, while

75% of UPI female students put honesty as a

moral value, followed by 64% of UNPAR

female students, and 70% of UIN female

students.

 As a moral character (in the personality level),

82% of UPI male students make honesty as

moral character, followed by 58% of UNPAR

male students, and 70% of UIN male students,

while 80% of UPI female students make

honesty as the strongest character, followed by

68% of UNPAR female students, and 79% of

UIN female students.

 In the moral dignity level 18% of UPI mal

students make honest as a moral dignity,

followed by 23% of UNPAR male students,

and 12% of UIN male students. On the other

hand, 15% of UPI female student make honesty

as a moral dignity, followed by 18% of

UNPAR female students, and 14% of UIN

female students.

Based on the results of this study, it appears that

there are still few students who place honesty as a

character, and in fact, the decrease occurs in the

honesty level as a moral identity. If honesty has not

become a character of Young Generation, it will be

difficult to produce a good leader because people’s

perspectives are influenced by a character, and the

character alone is influenced by the possessed value,

the believed morality, and the governing norms

(Winecoff and Bufford, 1985). As a result, a good

character requires a firm belief in values, moral

awareness and maturity, and is accustomed to follow

the prevailing norms. Therefore, the character

influences perspectives, and the perspectives are

based on values, morals, and norms. The belief of a

person in values, morals, and norms will be reflected

in his / her way of thinking, attitude, and actions. In

addition, the belief of a person towards values,

consciousness, and maturity in morals, and respect as

well as obedience to the norm is considered as the

results of his / her education and experience. (Hakam,

2010).

As the results of the earlier studies, it is

undeniable that the environment also has an influence

to form a person's character. The original character

An Emergence of Character Leaders Through Honesty as a Moral Virtue

159

will be seen and reappeared when the situation faced

by someone is very precarious or "scary". As a matter

of fact, indeed, the level of critical situation in a

certain context is different for someone and others,

depending on the maturity of the individual in facing

the particular context. As an illustration, getting into

the Airplane is not considered as a critical situation

for flight attendants, while for new ones, airport

admission, seats in airplane seats, take-away, and

landing are all critical. In fact, experience and

education are important in order to build the positive

character of a person needed in personal and

interpersonal life, in the contexts of family, society,

and nation.

Based on the theory of social learning

(observational learning theory) of Albert Bandura, it

is argued that human behavior is not merely an

automatic reflex of stimulus (S-R), but due to

reactions arising from the interaction between the

environment and human cognitive scheme itself.

Bandura (1986) explains that human behavior is the

results of a sustainable reciprocal interaction among

human, behavior, and environmental influences.

Based on Bandura’s opinion, the environment greatly

affects one’s value internalization.

Based on the results of this present study, it is

found that the environmental factor that influences

the value internalization process can be found in the

difference of respondent's campus origin. In fact,

every level in the value internalization shows

different results. In addition, the campus is viewed as

a center of educated community activity that produces

various ideas / thought, ways of thinking, patterns of

taste, behavior patterns, norms, customs, human

values, and other aspects that can mature and

empower the community to be more qualified and

better understand the world and life. In addition,

Gazalba (1973: 60) also asserts that space and time

define a culture. As a result, it implies that different

times will produce different cultures and different

spaces will produce different cultures. As a campus

has vision and missions, and different characteristics

and environments compared to the other campus, this

place in fact will also produce cultural differences in

a particular campuses compared to the others.

As the heir of culture, the campus should be able

to internalize the values of good morality by

implementing the virtue values. Therefore, it is

expected that the campus will be able to produce

honest leaders who will be able to transform this

nation into a superior nation and place honesty as one

of its pillars.

5 CONCLUSIONS

In principle, the students from the three universities

have understood the meaning of honesty, only in the

stage of character and the moral identity shows a

significant decrease. Therefore, it is obvious that

honesty has not become a character and identity for

students, and as a result, it will promote an impact on

the birth of dishonest leaders. In order to have a

qualified leader for Indonesia, it is necessary to

involve the campus to instill the moral values towards

the students. As a matter of fact, based on the results

of this study, it indicates that the campus indeed has

a big role in instilling moral values.

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