Academic Dishonesty is till on Top Phenomena in Educational institution?

        A Cause and Effect Analysis of the Academic Dishonesty that Frequently Encounters

 

Academic dishonesty is still a common issue in the educational environment. Academic dishonesty is a person's intention to engage in dishonest behavior (Tibbets, 1998). The forms of academic dishonesty are numerous. Various forms and types of dishonesty in formal education such as plagiarism, academic cheating, academic forgery, cheating, and academic sabotage (Knapp & M. Hulbert, 2017). It has often been found in the educational environment whether it occurs intentionally or unintentionally. Academic dishonesty is a multifaceted problem with deep-rooted causes and far-reaching consequences (McCabe, 2018). The existence of academic dishonesty can be attributed to several main factors. Factors such as challenges in understanding information, ease of use of technology, and fear of failure contribute to this issue.

Academic dishonesty has damaging effects and consequences in various aspects of life. The direct effect of actions such as plagiarism or cheating will affect students' intellectual development and hinder their ability to understand the subject matter. Dishonesty also damages students' trust and integrity, which results in cracking the foundation of future character building. In a broader context, academic dishonesty will damage the reputation of educational institutions and create an unhealthy environment for learning. Further impacts will be experienced when entering the professional workforce. Students who are accustomed to acts of dishonesty may suffer a job loss or loss of reputation because trust is very important in the professional workforce.

The existence of an effect certainly has a cause or factor that affects it. Thus, the lack or difficulty of understanding the material by students is one of the significant factors that shape the occurrence of academic dishonesty. Students do not understand the material that suits their interests and needs, which should be analyzed using the needs analysis strategy. The term needs analysis generally refers to the activities involved in gathering information that will serve as the basis for developing a curriculum that will meet the needs of a particular group of students, (Iwai et al. 1999). Through needs analysis, it can be seen the gap between students and the material is not met. If students are still forced to learn material that does not suit their learning needs, it will make students not understand the learning material optimally. The difficulty of understanding may lead them to take dishonest actions. Frustration and anxiety in understanding difficult material can be a trigger to find shortcuts by cheating or doing other dishonest things.

Another potential cause of dishonesty could be the quick development of technology. Dishonesty such as cheating or sabotage in education is often found due to easy access to information on the internet related to learning materials and other related information. This can certainly make students easily practice plagiarism. Students can easily copy materials or research results from the internet without the need to conduct accurate analysis. However, learning activities that require discussion can be done easily by relying on AI technology.  Early generative AI technology was relatively simple, mainly relying on rules and templates to generate text and language (Yu, 2023). They only need to write a command or question on the AI page, and then in a short time, the answer to the question will appear. This improper use of AI technology can result in a category of academic dishonesty.

Another cause of academic dishonesty discussed in this essay is fear of failure. Fear of failure can arise from the perceived priorities of parents' expectations for high grades, fear of thinking about the future, and embarrassment created in the student's social life. In some situations, if students do not achieve the expected results, they may experience concerns such as disapproval and negative judgment from their environment so they choose to commit acts of academic dishonesty (Bozdağ, 2021). Certainly, this encourages students to do anything including lying or cheating to fulfill their parents' expectations of getting high grades. In addition to the fear caused by parents' expectations and the views of people around, another fear experienced is the fear of the future. According to Hauser et al. (1999), people who consistently achieve higher levels of achievement in their academic fields have a greater possibility of getting better job opportunities and greater income in their work. This makes students ambitious to get high grades in their academics.

In conclusion, the exploration of academic dishonesty has revealed a range of complex issues that occur within educational institutions. Various forms of dishonest behavior, such as plagiarism and academic sabotage, have shown how diverse the problems are. The resulting effects can mainly affect the student's future. The main factors such as challenges in understanding information, ease of use of technology, and fear of failure contribute to the causes of academic dishonesty. By looking at the important role of technology, the ease of access to information, and the integration of artificial intelligence it presents new opportunities and problems in learning. After exploring this, it is clear that solving this issue requires a comprehensive approach. Educators, students, and parents must work together to emphasize academic integrity to encourage students' commitment to learning and acquiring knowledge in educational institutions according to their rules. 

References : 

Ningsih. (2019). Pengaruh penggunaan teknologi informasi dan integritas mahasiswa terhadap pelaku kecurangan akademik mahasiswa akuntansi sebagai calon akuntan. Jurnal Riset Akuntansi Multiparadigma, 6(2). https://jurnal.uisu.ac.id/index.php/JRAM/article/view/2177/1503 

Tibbetts, S. G. (1998). Differences between criminal justice majors and noncriminal justice majors in determinants of test cheating intentions. Journal of Criminal Justice Education, 9(1), 81-94. 

https://doi.org/10.1080/10511259800084201 

Keith, T. (2018). Literature review: Academic dishonesty – what causes it, how to prevent it | Academic Technology Solutions. https://academictech.uchicago.edu/2018/11/16/literature-review-academic-dishonesty-what-causes-it-how-to-prevent-it/ 

Knapp, J. C., & M. Hulbert, A. (2017). Ghostwriting and the Ethics of Authenticity. 

In Ghostwriting and the Ethics of Authenticity. Palgrave Macmillan. 

https://doi.org/10.1057/978-1-137-31313-3 

McCabe, D. L., & Pavela, G. (2000). Some high News About Academic Integrity. Change: The Magazine of Higher Learning, 33, 32-38

https://doi.org/10.1080/00091380009605738 

Iwai, T., Kondo, K., Limm, S. J. D., Ray, E. G., Shimizu, H., and Brown, J. D. (1999). Japanese language needs analysis. Available at: http://www.nflrc.hawaii.edu/Networks/NW13/NW13.pdf 

Yu, H., & Guo, Y. (2023). Generative artificial intelligence empowers educational reform: Current status, issues, and prospects. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1183162 

BOZDAĞ, B. (2021). Examination of University students' fear of negative evaluation and academic dishonesty tendencies. Participatory Educational Research, 8(3), 176-187. https://doi.org/10.17275/per.21.60.8.3

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M. Yusuf Ali Shiba (2140302178)

Nafiisah Huwaida (2140302179)

Khasifa N.N.I.P (2140302183)

Ryan Afdal A. (2140302185)