PERAN ACHIEVEMENT GOAL ORIENTATION DAN NORMA SUBJEKTIF DALAM MEMPREDIKSI KECURANGAN AKADEMIK SELAMA BELAJAR DARI RUMAH

Sejak adanya pandemi COVID-19, Kementerian Pendidikan dan Kebudayaan Indonesia menginstruksikan sekolah untuk menerapkan sistem Belajar Dari Rumah (BDR). Pembelajaran dan penilaian yang tidak dilakukan secara langsung tidak terlepas dari adanya isu kecurangan akademik. Penelitian ini bertujuan untuk melihat peran dari faktor kecurangan akademik, yaitu achievement goal orientation dan norma subjektif dalam memprediksi kecurangan akademik yang dilakukan peserta didik jenjang pendidikan menengah atas selama BDR. Partisipan pada penelitian ini terdiri dari 183 orang peserta didik jenjang pendidikan menengah atas yang melaksanakan BDR. Partisipan dipilih dengan convenience sampling dan snowball sampling. Alat ukur yang digunakan adalah Academic Dishonesty Scale, Achievement Goal Questionnaire, dan bagian Norma Subjektif dari The Perception and Attitudes toward Cheating among Engineering Students Survey, version 2 yang telah diadaptasi ke dalam Bahasa Indonesia serta disesuaikan dengan pembelajaran BDR dan populasi penelitian. Hasil penelitian menunjukkan bahwa tipe achievement goal orientation dan norma subjektif secara bersama-sama signifikan dalam memprediksi kecurangan akademik, namun jika dilihat lebih lanjut, hanya norma subjektif yang secara signifikan memprediksi kecurangan akademik. Sementara itu, tipe achievement goal orientation tidak memiliki peran yang signifikan dalam memprediksi kecurangan akademik. Hal ini mengindikasikan bahwa dalam melakukan kecurangan akademik, siswa jenjang pendidikan menengah atas lebih dipengaruhi oleh persepsinya terhadap teman sebaya dibandingkan dengan tujuan belajarnya. Oleh karena itu, dalam melakukan penanganan dan pencegahan terkait kecurangan akademik selama BDR, perlu dilakukan intervensi yang bersifat sistemik dibandingkan dengan intervensi individual.

The Use of Counseling Cognitive Behavior Therapy (CBT) Approach to Change Students' Attitudes toward Cheating Behavior at SMK 1 Gunung Talang

Students sometimes make cheating behaviors to achieve good grades in the exam. Cheating behavior is clearly cheating behavior that students should not do. The purpose of this study is to change the cheating behavior of students using the CBT approach, setting group. This study is a Quasi Experiment that uses quantitative methods and The Non-Equivalent Control Group Desig. The research subjects of class X of SMK Negeri 1 Gunung Talang was identified as having a tendency to cheat. The research instrument used a cheating behavior scale that fulfilled the requirements of the research instrument, then analyzed using the Wilcoxon Signed-Rank Test and the Kolmogorov Smirnov 2 Independent Samples test. The findings of this study show that in general CBT counseling group settings are effective for changing student attitudes toward cheating behavior. This finding can be discussed further.

Attitudes toward cheating among business students at a private Kenyan university

Purpose This study aims to investigate attitudes toward cheating among business students at a private university in Kenya and examine if a significant difference exists in cheating perceptions among students who have completed one or two ethics courses, and those who have done none. Design/methodology/approach A total of 554 undergraduate business students participated in this research. Data were analyzed using descriptive statistics and the one-way ANOVA. Findings The results found that students perceived cheating in exam-related situations as quite serious, while cheating on written assignments was not considered a serious offence. Results of the one-way ANOVA indicate that there was a significant difference in the cheating perceptions ratings for the three groups. Post hoc comparisons using the Tukey HSD test indicate that the mean score for students who have done two ethics courses was significantly different from that of students who have done only one ethics course. Practical implications This study has a number of implications for educators and administrators. Ethics instruction cannot achieve its desired effect on student behavior without institutional support. Administrators also need to be cognizant of the influence that school environment has on student cheating. Faculty and university administrators can influence students’ behavior in the way they practice academic integrity in their teaching and administrative functions. Originality/value To the best of the author’s knowledge, this research is the first study to explore academic cheating at a private Kenyan university where ethics instruction is taught to undergraduate students.

Supplementary Results of the CAIS-1 Survey on Cheating in Undergraduate Engineering Programs in Saskatchewan

– In early 2016, engineering students and staff at the Universities of Saskatchewan and Regina were surveyed regarding their views and experiences as they relate to academic dishonesty. This paper summarizes some of the results from the gathered data. Our first version of the Canadian Academic Integrity Survey (CAIS-1) was very similar to the Perceptions and Attitudes toward Cheating among Engineering Students (PACES-1) survey, as discussed in Carpenter et al [2]. With CAIS-1, a different set of demographic questions was posed along with some minor additions to the main bank of PACES-1 academic integrity questions, including three additional open-ended questions. The focus of this paper is on the results that came from the new questions as well as on those results that were not covered in the Carpenter paper although they did come from the original PACES-1 questions. Certain demographics were found to be predictors of self-reported cheating frequency. There was a small but significant difference in cheating frequency based on gender, with males reporting cheating slightly more often than females. Academic average was found to negatively correlate with cheating frequency. The frequency of cheating in high school was a significant predictor for the frequency of cheating in university. These demographic results agreed with the results of PACES-1 and other research on academic integrity. One demographic result that did not agree with prior research was that cheating frequency did not increase with increased extracurricular involvement. To better understand what influences engineering students to cheat, each respondent was given a score based on their self-reported frequency of cheating. This score was used to compare student responses in each of the following four categories: "situational cheating", "diffusion of responsibility", "personal responsibility", and "no choice but to cheat". The first three of these were used to analyze respondents to PACES-1 in Passow et al [11] and the construct "no choice to but to cheat" was added in the analysis of our CAIS-1 data. Situational cheating sub-scale scores were found to be a significant predictor of academic dishonesty. The other three were significant, but accounted for only a small portion of variance. In short, situations where a student judges the benefits of cheating to outweigh the risks are predictors of student cheating. When asked if there was an acceptable time to cheat, most student respondents said that it was "never" OK to cheat. Despite this, many of these respondents reported engaging in cheating. Neutralizations were used to justify such behaviours, usually by putting the responsibility on instructors e.g. the workload forced us to cheat. For those who did say that there were acceptable times to cheat, a sizeable portion of the respondents said that they cheated to "help with their learning". Approximately 50% of the students felt that faculty did not care about or were not engaged in preventing cheating behaviours. The students who held those views most strongly tended to care about cheating more than most other students. Few statistical differences were found between students enrolled in ethics courses and those that were not. The differences that were found were similar to those between upper year and lower year students. These differences were confounded as the students in ethics courses were almost always upper year students. Overall, the Canadians surveyed in this initial CAIS-1 study were similar to Americans surveyed over a decade ago. However, there were some notable differences and we found some new results that were not discussed in the earlier American studies.

PERILAKU MENYONTEK MAHASISWA MUSLIM

<p>This study aimed to examine the effect of the direct and indirect simultaneously in a model pathway analysis. More specifically, this research examines (1) the effect of rate on Faith and Academic Procrastination Attitudes toward Cheating, (2) the direct or indirect effect of Level of Faith, Academic Procrastination and Attitudes toward Cheating on Cheating Behavior. Hypothesis testing was conducted based on data collected by questionnaire, which was composed specifically for this study, of 192 Muslim students studying in the Faculty of MT Walisongo IAIN Semarang, selected clusters. Hypothesis testing is done by using path analysis or path analysis. The results of path analysis showed empirically Faith rate has a direct negative effect while empirically Academic Procrastination has a significant positive direct effect on Attitude toward Cheating. However, the level of faith and Academic Procrastination and statistically or practically no direct influence on the attitude towards Cheating. Variable Level of Faith and Academic Procrastination indirectly (through attitude toward cheating) has a significant influence on Cheating Behavior. While the variable Attitude toward Cheating does not have a direct or indirect effect on Cheating Behavior.</p><p><strong>Keywords:</strong> <em>Behavior cheat, attitudes toward cheating, academic procrastination, the level of faith.</em></p>

Explicit and implicit attitudes toward academic cheating and its frequency among university students

Our study examines the relation between explicit and implicit attitudes toward academic cheating and the frequency of committing it among students of different faculties (pedagogy and psychology, and law and administration). The implicit attitudes were measured using two methods - the Implicit Association Test (IAT) and Implicit Relational Assessment Procedure (IRAP). As hypothesized, the explicit attitude toward academic cheating was positively related to the its frequency. Results indicate that the implicit measures did not predict the frequency of self-reported academic cheating behaviours. The field of study itself was not a differentiating factor for any studied variables. The methodological problems related with using IAT and IRAP as measures of implicit attitudes toward cheating and the study’s possible limitations were discussed.