Menyontek atau Tidak, Keputusan di Tanganku: Peran Efikasi Diri Akademik dan Kontrol Diri terhadap Kecurangan Akademik
Abstrak
Kecurangan akademik merupakan fenomena epidemik yang terjadi hampir di semua tingkat pendidikan. Penelitian ini bertujuan untuk menguji kontribusi efikasi diri akademik (academic self-efficacy) dan kontrol diri (self-control) terhadap perilaku kecurangan akademik. Penelitian ini menggunakan metode kuantitatif dengan desain korelasional prediktif. Partisipan penelitian berjumlah 200 mahasiswa aktif yang diambil menggunakan teknik accidental sampling. Pengumpulan data dilakukan menggunakan Skala Efikasi Diri Akademik, Skala Kontrol Diri, dan Skala Kecurangan Akademik, yang selanjutnya dianalisis menggunakan teknik regresi berganda dan uji komparasi. Hasil penelitian menunjukkan bahwa terdapat kontribusi yang signifikan antara efikasi diri akademik dan kontrol diri terhadap perilaku kecurangan akademik. Temuan lain memperlihatkan adanya perbedaan tingkat perilaku kecurangan ditinjau berdasarkan jenis kelamin, tingkat perkuliahan, dan pendidikan terakhir ayah. Tetapi temuan sosiodemografi tersebut perlu dipahami sebagai hasil eksploratif. Simpulan penelitian ini menegaskan kontribusi penting faktor internal terhadap kecurangan akademik, sekaligus mengungkap adanya variasi perilaku yang dipengaruhi oleh jenis kelamin, tingkat perkuliahan, dan pendidikan ayah. Dengan demikian, institusi pendidikan disarankan menggunakan metode pengajaran berbasis pengalaman penguasaan untuk memperkuat efikasi diri dan penyusunan program yang melibatkan kemampuan pengambilan keputusan etis serta pengelolaan impuls guna meminimalisasi perilaku kecurangan akademik.
Cheating or Not, the Decision is Mine: The Impact of Academic Self-Efficacy and Self-Control on Academic Cheating
Abstract
Academic cheating is an epidemic phenomenon that occurs at almost all educational levels. This study aimed to examine the contribution of academic self-efficacy and self-control to academic cheating behavior. This study employed a quantitative approach with a predictive correlational design. The participants were 200 active university students recruited using the accidental sampling technique. Data were collected using the Academic Self-Efficacy Scale, Self-Control Scale, and Academic Cheating Scale, which were then analyzed using multiple regression and comparative tests. The results indicated a significant contribution of academic self-efficacy and self-control to academic cheating behavior. Other findings revealed differences in the level of cheating behavior based on gender, year of study, and father’s highest level of education. The conclusion of this study confirms the important contribution of internal factors in mitigating academic cheating while highlighting behavioral variations associated with gender, year of study, and father’s education. Therefore, educational institutions are recommended to implement teaching methods based on mastery experience to strengthen self-efficacy and design interventions that incorporate ethical decision-making skills and impulse management to minimize academic cheating behavior.
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DOI: https://doi.org/10.24198/jpsp.v10i2.70163
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