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"Nearly three-quarters of college students cheat during their undergraduate careers, a startling number attributed variously to the laziness of today's students, their lack of a moral compass, or the demands of a hypercompetitive society. For James Lang, cultural or sociological explanations like these are red herrings. His provocative new research indicates that students often cheat because their learning environments give them ample incentives to try--and that strategies which make cheating less worthwhile also improve student learning. Cheating Lessons is a practical guide to tackling academic dishonesty at its roots. Drawing on an array of findings from cognitive theory, Lang analyzes the specific, often hidden features of course design and daily classroom practice that create opportunities for cheating. Courses that set the stakes of performance very high, that rely on single assessment mechanisms like multiple-choice tests, that have arbitrary grading criteria: these are the kinds of conditions that breed cheating. Lang seeks to empower teachers to create more effective learning environments that foster intrinsic motivation, promote mastery, and instill the sense of self-efficacy that students need for deep learning. Although cheating is a persistent problem, the prognosis is not dire. The good news is that strategies which reduce cheating also improve student performance overall. Instructors who learn to curb academic dishonesty will have done more than solve a course management problem--they will have become better educators all around"

"This is an essential resource for trainees and experienced teachers working in schools who are looking for new and creative ways of engaging and motivating their learners."

"Through White noise is structured around poetry and personal stories about living in liminal space that requires and encourages cultural sensitivity, awareness, and commitment for a just society. A prominent theme in this book is the challenge of reconciling the ideal of Canadian multiculturalism with experiences of marginalization and stereotyping. Before her arrival, Khalida imagined her new homeland as a multicultural rainbow arched over a diversity of races, beliefs and practices. Entering Winnipeg in the middle of winter, she was greeted with a white world: white people, white, snow-covered ground, white trees and a pale blue sky. Jon is a Caucasian professor from England who has a privileged position as an academic citizen. He felt responsible for enhancing his students? awareness of their perceptions, and the role they have in their teaching practices. Reena is a South Asian professor living in Quebec whose voice is combined with other educators as they address different racisms. The book inspires readers to embrace teaching and learning relationships that respect the dynamic spaces we live in locally and globally. "

"Fenomena kecurangan akademik masih terjadi di lingkungan perguruan tinggi. Sebagian besar mahasiswa yang menyaksikan terjadinya kecurangan memilih diam saja dan tidak melaporkannya kepada pihak dosen pengajar atau pihak yang berwenang mengatasinya. Padahal pelaporan kecurangan akademik yang dilakukan oleh mahasiswa yang menyaksikannya akan dapat mencegah atau mengurangi terjadinya peristiwa kecurangan. Disertasi ini bertujuan untuk mengeksplorasi motif yang melatarbelakangi diamnya (silence) mahasiswa yang mengetahui atau menyaksikan kecurangan akademik sekaligus menjelaskan mekanisme pelemahan silence berdasarkan perspektif pengambilan keputusan etis. Disertasi ini terdiri atas 2 studi: studi pertama menggunakan pendekatan exploratory sequential mixed method untuk mengeksplorasi motif-motif silence, dan studi kedua menggunakan pendekatan kuantitatif model persamaan struktural untuk menjelaskan mekanisme pelemahan silence dalam beragam motif yang ditemukan pada studi pertama. Partisipan pada studi 1 kualitatif berjumlah 13 mahasiswa, partisipan pada studi 1 kuantitatif berjumlah 564 mahasiswa, dan partisipan pada studi 2 berjumlah 295 mahasiswa. Temuan pada disertasi ini menunjukkan kebaruan dalam beberapa hal: pertama, penelitian ini berhasil mengidentifikasi dan mengkonfirmasi motif-motif utama silence mahasiswa saksi kecurangan akademik sama dengan motif-motif silence yang selama ini dijelaskan di dalam literatur silence di dunia kerja, yaitu: acquiescent, prososial, oportunistik, dan defensif. Motif prososial dan defensif merupakan motif yang lebih dominan dibandingkan motif acquiescent dan oportunistik. Selain itu, terdapat dua motif silence lain yang belum ada dalam literatur yang ditemukan dari partisipan penelitian, yaitu: a) karena tidak mengetahui cara melaporkan kecurangan; b) karena pernah menjadi pelaku kecurangan. Dua motif ini masih memerlukan pembuktian lebih lanjut dengan melibatkan partisipan yang lebih banyak. Kedua, terujinya ketepatan penggunaan perspektif pengambilan keputusan etis dalam menjelaskan mekanisme pelemahan silence dalam empat motif mahasiswa yang menyaksikan kecurangan akademik. Silence dalam empat motifnya dapat dilemahkan melalui peran academic cheating awareness dengan dimediasi secara serial oleh seriousness of academic cheating dan peer reporting judgment. Pelibatan faktor seriousness of academic cheating sebagai mediator ke dalam model pengambilan keputusan etis memperkaya penjelasan teoretis terkait mekanisme pelemahan silence, khususnya pada mahasiswa saksi kecurangan akademik.

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The phenomenon of academic cheating still occurs in the college environment. Most of the students who witnessed the occurrence of cheating chose to remain silent and did not report it to the teaching staff or the authorities. Even though the reporting of academic cheating committed by students who witness it will be able to prevent or reduce the occurrence of fraud events. This dissertation aims to explore the motives behind the silence of students who know or witness academic cheating and to explain the mechanism of weakening silence based on an ethical decision-making perspective. This dissertation consists of 2 studies: the first study used an exploratory sequential mixed method approach to explore silence motives, and the second study used a quantitative approach to structural equation models to explain the mechanism of silence attenuation in the various motives found in the first study. There were 13 students in the first qualitative study, 564 students in the first quantitative study, and 295 students in the second study. The findings of this dissertation indicate novelty in several respects: first, this study succeeded in identifying and confirming the main motives for silence in students who witness academic fraud are the same as the motives for silence that have been described in the literature on silence in the world of work, namely: acquiescent, prosocial , opportunistic, and defensive. Prosocial and defensive motives are more dominant than acquiescent and opportunistic motives. Apart from that, there are two other motives for silence that do not yet exist in the literature which were found among research participants, namely: a) because they did not know how to report academic cheating; b) having been a perpetrator of academic cheating. These two motives still require further proof by involving more participants. Second, the accuracy of the use of an ethical decision-making perspective has been tested in explaining the mechanism of weakening silence in the four motives of students who witnessed academic cheating. Silence in its four motives can be weakened through the role of academic cheating awareness serially mediated by the seriousness of academic cheating and peer reporting judgment. Involving the seriousness of academic cheating as a mediator into the ethical decision-making model enriches the theoretical explanation regarding the mechanism of weakening silence, especially for students who witness academic cheating."

"Kecurangan akademik adalah perilaku yang menggunakan cara-cara tidak sah untuk mencapai hasil yang sah, haitu mendapatkan keberhasilan akademik atau menghindari kegagalan akademik (Bowers, 1966). Sejak penelitian Bowers, penelitian-penelitian tentang kecurangan akademik memberikan konfirmasi bahwa kecurangan akademik terus terjadi di negara-negara di seluruh dunia dan berada pada tingkat yang membahayakan (McCabe, 2005; Lin & Wen, 2007; Lambert, Ellen, & Taylor, 2006; Diekhoff, Labeff, Shinorhara, & Yasukawa, 1999; McCabe, Feghali, & Abdallah, 2008). Selama ini penelitian tentang kecurangan akademik banyak dilakukan di tingkat universitas dan sekolah menengah. Belum ada penelitian kecurangan akademik pada siswa Sekolah Dasar. Tujuan penelitian ini adalah untuk mendapatkan gambaran kecurangan akademik pada siswa kelas 6 Sekolah Dasar di Indonesia. Penelitian melibatkan 60 siswa kelas 6 SD yang terdiri atas 26 siswa SD swasta dan 34 siswa SD negri. Penelitian menemukan bahwa kecurangan akademik sudah terjadi pada siswa kelas 6 SD dan berada pada level moderat. Secara umum partisipan penelitian mendapat skor yang sedang untuk kecurangan akademik (Mean = 23,81) dari skor minimum 16 dan skor maksimum 38.

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Cheating is a manifestation of using illegitimate means to achieve a legitimate end, in this case academic success or at least the avoidance of academic failure (Bowers, 1966). Studies about academic dishonesty conducted since Bowers' confirmed that academic dishonesty persists at an alarming rate in countries all over the world (McCabe, 2005; Lin & Wen, 2007; Lambert, Ellen, & Taylor, 2006; Diekhoff, Labeff, Shinorhara, & Yasukawa, 1999; McCabe, Feghali, & abdallah, 2008). There are many research on academic dishonesty among university or high school students. None has conduct study of academic dishonesty among elementary school 6th grader until now.

The objective of this research is to give a description of academic dishonesty among the elementary school 6th grader in Indonesia. The research involved 60 elementary school 6th grader, 26 from private school and 34 from public school. The finding is: Academic dishonesty has occured among the 6th grader at the moderate level. Overall participants got medium score for academic dishonesty (M = 23,81) from minimum score of 16 to maximum score of 38. "

"Dari fenomena kecurangan akademik yang terjadi di Indonesia, peneliti kemudian meneliti hubungan antara ketidakjujuran akademik dan orientasi tujuan akademik yang dimoderasi oleh keterlibatan siswa. Penelitian sebelumnya telah menemukan hubungan antara ketidakjujuran akademik dan orientasi tujuan akademik. Partisipan penelitian ini terdiri dari 220 siswa dari seluruh Indonesia. Hasil penelitian ini menemukan tidak ada hubungan yang signifikan antara ketidakjujuran akademik dengan masing-masing dimensi orientasi tujuan akademik yang dimoderasi oleh keterlibatan siswa.

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Based on academic cheating phenomenon in Indonesia, researcher wants to investigate correlation between academic dishonesty and academic goal orientation which moderated by student engagement. Previous researches has found correlation between academic dishonesty and academic goal orientation. Total patricipants in this research are 220 students from all over Indonesia. This research discover there is no correlation between academic dishonesty and each dimensions of academic goal orientation which moderated by student engagement."

"Penelitian ini bertujuan untuk mengetahui hubungan antara ketakutan terhadap kegagalan dan perilaku kecurangan akademik. Responden penelitian ini berjumlah 368 orang mahasiswa yang didapatkan melalui metode pengambilan data accidental sampling. Alat ukur yang digunakan adalah PFAI (Performance Failure Appraisal Inventory) yang dikonstruk oleh Conroy (2002) dengan lima konsekuensi aversif yaitu (1) ketakutan mengalami penghinaan dan rasa malu, (2) ketakutan akan penurunan etimasi diri, (3) ketakutan akan ketidakpastian masa depan, (4) ketakutan akan hilangnya pengaruh sosial, serta (5) ketakutan akan mengecewakan orang terdekat. Kecurangan akademik diukur dengan kuesioner kecurangan akademik yang dibuat berdasarkan tiga teori yaitu Pavela (1978), McCabe dan Trevino (1997), serta Newstead, Stokes, dan Armstead (1996). Hasil penelitian menunjukkan bahwa tidak terdapat hubungan yang signifikan antara ketakutan terhadap kegagalan dan kecurangan akademik (r = 0,004, p>0,05, two tailed). Hal tersebut menunjukkan bahwa semakin tinggi tingkat ketakutan terhadap kegagalan pada mahasiswa, maka tidak mempengaruhi banyaknya perilaku kecurangan akademik yang dilakukannya selama menjadi mahasiswa.

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This study aimed to find the correlation between fear of failure and academic dishonesty. Respondents are 368 undergraduate students which obtained by accidental sampling method. The test are PFAI (Performance Failure Appraisal Inventory) constructed by Conroy (2002) with five aversive consequence: 1) experiencing shame and embarrassment experiences, 2) devaluing one‟s self-estimate, 3) having an uncertain future, 4) losing social influence, and 5) upsetting important others.

Academic dishonesty measured by Kuesioner Kecurangan Akademik which constructed from three perspective theory that is Pavela (1978), McCabe dan Trevino (1997), and Newstead, Stokes, and Armstead (1996). The result shows there were no significant correlation between fear of failure and academic dishonesty (r = 0,004, p>0,05, two tailed). That indicates the higher level of fear of failure on college students are not impacting the quantity of academic dishonesty behavior during they are being a student."

"Kecurangan akademik merupakan fenomena yang masih terjadi dalam dunia pendidikan. Penelitian ini bertujuan untuk mengetahui hubungan achievement goal dan identitas moral dengan kecurangan akademik. Penelitian ini merupakan penelitian kuantitatif yang dilakukan pada peserta didik SMA dengan rentang usia 15-18 tahun yang melaksanakan Pembelajaran Jarak Jauh (PJJ) di Indonesia (N = 296). Penelitian dilaksanakan secara daring menggunakan alat ukur Patterns of Learning Adaptive Survey (PALS) dari Midgley et. al. (2000), Moral Identity Questionnaire (MIQ) dari Black dan Reynolds (2016), dan Kuesioner Kecurangan Akademik dari Septiana (2016). Hasil penelitian menunjukan bahwa achievement goal dimensi mastery goal memiliki hubungan negatif yang signifikan dengan kecurangan akademik (r = -0,12, p<0,05), dimensi performance-approach goal tidak memiliki hubungan yang signifikan dengan kecurangan akademik (r = 0,04, p>0,05) dan dimensi performance-avoidance goal juga tidak memiliki hubungan yang signifikan dengan kecurangan akademik (r = 0,09, p>0,05). Untuk identitas moral memiliki hubungan negatif yang signifikan dengan kecurangan akademik (r = -0,37, p<0,01). Hasil penelitian menunjukan bahwa semakin tinggi mastery-goal pada peserta didik SMA, semakin rendah kecenderungan untuk melakukan kecurangan akademik dan semakin tinggi identitas moral yang dimiliki, semakin rendah kecenderungan melakukan kecurangan akademik. Pembahasan dan saran untuk penelitian selanjutnya dijabarkan.

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Academic cheating is a phenomenon where it still happened in today’s education. This research aims to determine the relationship between achievement goal and moral identity with academic cheating. This research is quantitative research conducted on high school students aged 15-18 years who carry out distance learning (PJJ) in Indonesia (N = 296). The research was conducted online using the Patterns of Learning Adaptive Survey (PALS) by Midgley et. al. (2000), Moral Identity Questionnaire (MIQ) by Black and Reynolds (2016), and Academic Cheating Questionnaire by Septiana (2016). The results show there is significant negative relationship between mastery goal dimension of achievement goals and academic cheating (r = -0,12, p<0,05), the performance-approach goal dimension does not have a significant relationship with academic cheating (r = 0,04, p>0,05) and the performance-avoidance goal dimension also did not have a significant relationship with academic cheating (r = 0,09, p>0,05). Moral identity has a negative and significant relationship with academic cheating (r = - 0.37, p<0,01). The research results show the higher the mastery-goal of high school students, the lower the tendency to commit academic cheating and the higher the moral identity they have, the lower the tendency to commit academic cheating. Discussion and suggestion for future research are explained."