Analisis Persepsi Mahasiswa Terhadap Ketidakjujuran Akademik : Studi Kasus di Fakultas Teknik UNS

Andrye Sukma Wicaksono, Indah Widiastuti, Nugroho Agung Pambudi

Abstract

Academic dishonesty is a deliberate violation of academic rules for personal gain. Academic dishonesty can reduce the reputation of students and universities, as well as dishonest behavior in the world of work, so research is needed regarding engineering students' perceptions of academic dishonesty. This study aims to determine perceptions, experiences, reasons why engineering students commit academic dishonesty, and to determine the influence between perceptions and experiences of witnessing acts of academic dishonesty. The population used in this study were S1 students from the UNS Faculty of Engineering and the samples taken were 97 respondents. The results of the study show that engineering students' perceptions of academic dishonesty are that students know that academic dishonesty is important, can have an impact on damaging moral character, including actions that violate social and religious norms, so that it becomes the student's responsibility, and must be responsible for caring for the integrity of other students. . The experience of engineering students with academic dishonesty is that students have committed dishonesty but support existing policies, often use unauthorized material during exams, work on papers or articles without including references, and ask for help from seniors who have taken exams but rarely submit assignments properly. pay someone else to complete it and rarely miss out on group assignments. Academic dishonesty policies already exist but sanctions and supervision need to be tightened to reduce academic dishonesty. The reason engineering students commit academic dishonesty is because they don't get sanctioned or punished, the attitude of the lecturer, many friends who do this, will make grades better, difficulty working on questions, easy internet access and fear of failure and lack of study time. Most of the respondents committed academic dishonesty due to internal factors. There is a positive and significant influence between perception and experience of witnessing techniques on the experience of committing academic dishonesty. So that when the perception and experience of witnessing gets higher, they will not commit academic dishonesty.

Keywords

academic dishonesty, engineering students, student experiences, student perceptions

Full Text:

PDF

References

style='mso-element:field-begin;mso-field-lock:yes'>ADDIN Mendeley

Bibliography CSL_BIBLIOGRAPHY Ahmad, S., Islam, M., & Amin, M. (2020). A Study of Pakistani Students’ Perceptions about Academic Dishonesty at University Level. Journal of Research & Reflections in Education (JRRE), 14(1), 81–92. https://doi.org/doi.org/10.1108/09513541011080020

Akbulut, Y., Şendaǧ, S., Birinci, G., Kiliçer, K., Şahin, M. C., & Odabaşi, H. F. (2008). Exploring the types and reasons of Internet-triggered academic dishonesty among Turkish undergraduate students: Development of Internet-Triggered Academic Dishonesty Scale (ITADS). Computers and Education, 51(1), 463–473. https://doi.org/10.1016/j.compedu.2007.06.003

Ambrose, Bridges, Dipietro, & Lovett. (2006). Compact planar monopole antenna with ground branch for GSM/DCS/PCS/IMT2000 operation. In Microwave and Optical Technology Letters (Vol. 48, Issue 4). https://doi.org/10.1002/mop.21454

Arhin, A. O., & Jones, K. A. (2009). A multidiscipline exploration of college students’ perceptions of academic dishonesty: Are nursing students different from other college students? Nurse Education Today, 29(7), 710–714. https://doi.org/10.1016/j.nedt.2009.03.001

Awosoga, O., Nord, C. M., Varsanyi, S., Barley, R., & Meadows, J. (2021). Student and faculty perceptions of, and experiences with, academic dishonesty at a medium-sized Canadian university. International Journal for Educational Integrity, 17(1), 1–27. https://doi.org/10.1007/s40979-021-00090-w

Beasley, E. M. (2014). Students Reported for Cheating Explain What They Think Would Have Stopped Them. Ethics and Behavior, 24(3), 229–252. https://doi.org/10.1080/10508422.2013.845533

Blau, I., & Eshet-Alkalai, Y. (2017). The ethical dissonance in digital and non-digital learning environments: Does technology promotes cheating among middle school students? In Computers in Human Behavior (Vol. 73). Elsevier Ltd. https://doi.org/10.1016/j.chb.2017.03.074

Daumiller, M., & Janke, S. (2019). The Impact of Performance Goals on Cheating Depends on How Performance Is Evaluated. 5(4), 1–10. https://doi.org/10.1177/2332858419894276

Etgar, S., Blau, I., & Eshet-Alkalai, Y. (2019). White-collar crime in academia: Trends in digital academic dishonesty over time and their effect on penalty severity. Computers and Education, 141(September 2018), 103621. https://doi.org/10.1016/j.compedu.2019.103621

Gottardello, D., & Karabag, S. F. (2022). Ideal and actual roles of university professors in academic integrity management: a comparative study. Studies in Higher Education, 47(3), 526–544. https://doi.org/10.1080/03075079.2020.1767051

Harding, T. S., Mayhew, M. J., Finelli, C. J., & Carpenter, D. D. (2007). The theory of planned behavior as a model of academic dishonesty in engineering and humanities undergraduates. Ethics and Behavior, 17(3), 255–279. https://doi.org/10.1080/10508420701519239

Hendy, N. T., & Montargot, N. (2019). Understanding Academic dishonesty among business school students in France using the theory of planned behavior. International Journal of Management Education, 17(1), 85–93. https://doi.org/10.1016/j.ijme.2018.12.003

Lord Ferguson, S., Flostrand, A., Lam, J., & Pitt, L. (2022). Caught in a vicious cycle? Student perceptions of academic dishonesty in the business classroom. International Journal of Management Education, 20(3), 100677. https://doi.org/10.1016/j.ijme.2022.100677

McCabe, D. (2005). It Takes a Village: Academic Dishonesty & Educational Opportunity. Liberal Education, 91(3), 26–31.

McCabe, D. L., Treviño, L. K., & Butterfield, K. D. (2001). Cheating in academic institutions: A decade of research. Ethics and Behavior, 11(3), 219–232. https://doi.org/10.1207/S15327019EB1103_2

Miller, A., Shoptaugh, C., & Wooldridge, J. (2011). Reasons not to cheat, academic-integrity responsibility, and frequency of cheating. Journal of Experimental Education, 79(2), 169–184. https://doi.org/10.1080/00220970903567830

Minarcik, J., & Bridges, A. J. (2015). Psychology Graduate Students Weigh In: Qualitative Analysis of Academic Dishonesty and Suggestion Prevention Strategies. Journal of Academic Ethics, 13(2), 197–216. https://doi.org/10.1007/s10805-015-9230-x

Murdock, T. B., Anderman, E. M., & Murdock, T. B. (2006). Motivational Perspectives on Student Cheating : Toward an Integrated Model of Academic Dishonesty Motivational Perspectives on Student Cheating : Toward an Integrated Model of Academic Dishonesty. Taylor & Francis, 41(October 2014), 37–41. https://doi.org/10.1207/s15326985ep4103

Nelson, M. F., James, M. S. L., Miles, A., Morrell, D. L., & Sledge, S. (2017). Academic Integrity of Millennials: The Impact of Religion and Spirituality. Ethics and Behavior, 27(5), 385–400. https://doi.org/10.1080/10508422.2016.1158653

Odabaşi, H. F., Birinci, G., Kılıçer, K., Şahin, M. C., Akbulut, Y., & Şendaǧ, S. (2007). Bilgi İletişim Teknolojileri ve İnternet ’ le Kolaylaşan Akademik Usulsüzlük Academic Dishonesty. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 7(1), 503–518.

Pavela, G. (1993). Applying the power of association on campus: A model code of academic integrity. Law and Policy, 24(1), 1–22. http://www.academicintegrity.org/icai/assets/model_code.pdf

Rezanejad, A., & Rezaei, S. (2013). Academic Dishonesty at Universities: The Case of Plagiarism Among Iranian Language Students. Journal of Academic Ethics, 11(4), 275–295. https://doi.org/10.1007/s10805-013-9193-8

Şendaǧ, S., Duran, M., & Robert Fraser, M. (2012). Surveying the extent of involvement in online academic dishonesty (e-dishonesty) related practices among university students and the rationale students provide: One university’s experience. Computers in Human Behavior, 28(3), 849–860. https://doi.org/10.1016/j.chb.2011.12.004

Simkin, M. G., & McLeod, A. (2010). Why do college students cheat? Peabody Journal of Education, 15(1), 15–17. https://doi.org/10.1080/01619563709535395

Simon, C. A., Carr, J. R., Mccullough, S. M., Morgan, S. J., Oleson, T., & Ressel, M. (2004). Gender, student perceptions, institutional commitments and academic dishonesty : who reports in academic dishonesty cases ? 29(1). https://doi.org/10.1080/0260293032000158171

Stone, T. H., Jawahar, I. M., & Kisamore, J. L. (2009). Using the theory of planned behavior and cheating justifications to predict academic misconduct. Career Development International, 14(3), 221–241. https://doi.org/10.1108/13620430910966415

Tabsh, S. W., Abdelfatah, A. S., & Kadi, H. A. El. (2017). Engineering students and faculty perceptions of academic dishonesty. https://doi.org/https://doi.org/10.1108/QAE-03-2017-0005

Teodorescu, D., & Andrei, T. (2009). Faculty and peer influences on academic integrity: College cheating in Romania. Higher Education, 57(3), 267–282. https://doi.org/10.1007/s10734-008-9143-3

Thomas, D. (2017). Factors That Explain Academic Dishonesty Among University Students in Thailand. Ethics and Behavior, 27(2), 140–154. https://doi.org/10.1080/10508422.2015.1131160

font-family:"Times New Roman",serif;mso-fareast-font-family:SimSun;mso-ansi-language:

EN-US;mso-fareast-language:EN-US;mso-bidi-language:AR-SA'>

style='mso-element:field-end'>

DOI: https://doi.org/10.20961/nozel.v5i4.78161

Refbacks

  • There are currently no refbacks.