ACADEMIC SELF-EFFICACY DAN TAKUT GAGAL - MANA YANG LEBIH BERPENGARUH TERHADAP KECURANGAN AKADEMIK?

Salah satu proses evaluasi yang dilakukan untuk menentukan kelulusan siswa SMA di Indonesia adalah melalui Ujian Nasional (UN) dan Ujian Sekolah Berbasis Nasional (USBN). UN maupun USBN tidak terlepas dari berbagai kecurangan akademik. Dari berbagai penelitian terdahulu, sebagian besar siswa pernah melakukan kecurangan akademik dalam berbagai bentuk. Terdapat banyak faktor yang memengaruhi perilaku kecurangan akademik, di antaranya adalah academic self-efficacy dan takut akan kegagalan. Academic self-efficacy memiliki hubungan negatif dengan kecurangan akademik dan di sisi lain, takut akan kegagalan memiliki hubungan positif dengan perilaku kecurangan akademik. Beberapa penelitian menunjukkan keduanya merupakan faktor dominan dalam perilaku kecurangan akademik sehingga salah satu tujuan penelitian ini adalah ingin melihat pengaruh kedua variabel terhadap kecurangan akademik ketika keduanya dalam kategori tinggi. Populasi partisipan penelitian merupakan siswa SMA kelas 12. Pengumpulan data menggunakan kuesioner daring dengan teknik convenience sampling. Partisipan dalam penelitian berjumlah 875 siswa dari 146 sekolah, 56 kota dan 22 provinsi di Indonesia. Analisis dilakukan dengan uji multiple regression dan factorial anova. Hasil penelitian menunjukkan academic self-efficacy dan takut akan kegagalan memiliki pengaruh signifikan terhadap perilaku kecurangan akademik. Makin tinggi academic self-efficacy dan makin rendah takut akan kegagalan berpengaruh terhadap kecurangan akademik yang makin rendah dan begitu pula sebaliknya. Namun demikian, kecurangan akademik berada dalam kategori tinggi jika derajat takut akan kegagalan tinggi meskipun dengan academic self-efficacy yang tinggi. Pengaruh keduanya terhadap kecurangan akademik dapat memberikan umpan balik kepada stakeholder untuk meningkatkan academic self- efficacy dan menurunkan takut akan kegagalan dalam upaya mengurangi perilaku kecurangan akademik yang terjadi.

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A Study on preservice teachers’ academic self-efficacy

Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi ◽

10.31704/ijocis.2018.012 ◽

2018 ◽

Vol 8 (2) ◽

pp. 255-274

Author(s):

Gülçin Kezban Saraçoğlu

Keyword(s):

High School ◽

Preservice Teachers ◽

Self Efficacy ◽

Quantitative Research ◽

Fields Of Study ◽

Significant Difference ◽

Convenience Sampling ◽

Faculty Of Education ◽

Descriptive Survey ◽

Academic Self Efficacy

The aim of this study was to explore if there is a significant difference between preservice teachers’ academic self-efficacy perceptions and their gender, fields of study in high school and departments at their university. The study was carried out through descriptive survey model, one of quantitative research models. The sample of the study consisted of 653 freshmen preservice teachers in the Faculty of Education at Gazi University. Convenience sampling method was used in the study. Percentage, frequency, arithmetic mean, standard deviation, Kruskal-Wallis and t test were used in the analysis of the data collected via “Academic Self-Efficacy Scale”. Findings reveal that there is no significant difference between preservice teachers’ academic self-efficacy levels and their gender, fields of study in high school and departments at their university. Findings also indicate that preservice teachers’ academic self-efficacy levels are in “partly sufficient” range.

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Plagiarism Viewed From Students' Self-Efficacy and Academic Procrastination

Psympathic Jurnal ilmiah Psikologi ◽

10.15575/psy.v6i2.6211 ◽

2019 ◽

Vol 6 (2) ◽

pp. 201-212

Author(s):

Baidi Bukhori ◽

Darmu’in Darmu’in

Keyword(s):

Regression Analysis ◽

Data Analysis ◽

Multiple Regression Analysis ◽

Multiple Regression ◽

Self Efficacy ◽

Sampling Method ◽

Academic Procrastination ◽

Analysis Techniques ◽

Behavior Scale ◽

Academic Self Efficacy

The study aims to examine the effect of academic self-efficacy and academic procrastination on plagiarism behavior in students. The population of this research is the students of Walisongo State Islamic University Semarang from 2nd to 12th semester. Sampling was carried out by using the stratified sampling method, and 388 students were obtained. Data were collected using three scales: the plagiarism behavior scale, the academic self-efficacy scale, and the academic procrastination scale. Moreover, the data collected was analyzed using multiple regression analysis techniques. The result of the data analysis showed that academic self-efficacy and academic procrastination simultaneously influence the behavior of plagiarism. The higher the academic self-efficacy and the lower the academic procrastination, the lower the plagiarism behavior, conversely the lower the academic self-efficacy and the higher the academic procrastination, the higher the plagiarism behavior. The contribution of academic self-efficacy variables and academic procrastination simultaneously in explaining plagiarism variables was 13%.

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