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"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."

"Fenomena kecurangan akademik di tingkat perguruan tinggi seperti Universitas Indonesia ternyata masih terjadi dengan data yang menunjukkan mahasiswa Universitas Indonesia melakukan kecurangan akademik. Hal ini dilakukan oleh mahasiswa karena berbagai faktor, salah satunya adalah memiliki nilai/prestasi akademik yang tinggi. Dengan berubahnya situasi pembelajaran ke pembelajaran jarak jauh online, diperlukan kemampuan adaptasi akademik yang baik agar mereka dapat memiliki prestasi akademik yang baik dan terhindar dari perilaku menyontek akademik. Penelitian ini bertujuan untuk menguji pengaruh moderasi adaptasi akademik terhadap hubungan prestasi akademik dengan kecurangan akademik pada 350 mahasiswa program sarjana di 14 fakultas di Universitas Indonesia selama masa pembelajaran jarak jauh (PJJ). Penelitian ini dilakukan secara online dengan menggunakan Kuesioner Kecurangan Akademik, Indeks Prestasi Semester selama pelaksanaan PJJ (Genap TA 2019/2020), dan Kuesioner Penyesuaian Akademik. Hasil analisis Pearson Correlation dan regresi Hayes PROCESS Model 1 menunjukkan adanya hubungan yang signifikan antara prestasi akademik dengan kecurangan akademik (r = 0,265; p < 0,01, dua sisi), dan adaptasi akademik berpengaruh signifikan dalam memperkuat hubungan antara dua variabel ( R2 = 0,0997, p = 0,001). Penelitian ini diharapkan dapat menambah wawasan masyarakat umum mengenai kecurangan akademik di Universitas Indonesia dan pengembangan penelitian terkait topik pendidikan tinggi di Indonesia.

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The phenomenon of academic cheating at the university level such as the University of Indonesia is still happening with data showing University of Indonesia students committing academic fraud. This is done by students due to various factors, one of which is having high academic grades/achievements. With the change in the learning situation to online distance learning, good academic adaptability is needed so that they can have good academic achievements and avoid academic cheating behavior. This study aims to examine the moderating effect of academic adaptation on the relationship between academic achievement and academic cheating on 350 undergraduate students in 14 faculties at the University of Indonesia during the distance learning period (PJJ). This research was conducted online using the Academic Cheating Questionnaire, Semester Achievement Index during the implementation of the PJJ (Even FY 2019/2020), and the Academic Adjustment Questionnaire. The results of the Pearson Correlation and Hayes PROCESS Model 1 regression analysis showed a significant relationship between academic achievement and academic cheating (r = 0.265; p < 0.01, two-sided), and academic adaptation had a significant effect on strengthening the relationship between the two variables (R2 = 0.0997, p = 0.001). This research is expected to add insight to the general public regarding academic fraud at the University of Indonesia and the development of research related to the topic of higher education in Indonesia."

"Fenomena kecurangan akademik di jenjang pendidikan tinggi seperti Universitas Indonesia kenyataannya masih terjadi dengan adanya data yang menunjukkan bahwa Mahasiswa Universitas Indonesia melakukan kecurangan akademik. Hal ini dilakukan oleh mahasiswa karena berbagai faktor, salah satunya adalah untuk memiliki nilai/performa akademik yang tinggi. Dengan adanya situasi pembelajaran yang berubah menjadi jarak jauh secara daring, diperlukannya kemampuan adaptasi akademik yang baik sehingga dapat memiliki performa akademik yang baik dan terhindar dari perilaku kecurangan akademik. Penelitian ini bertujuan untuk melihat efek moderasi adaptasi akademik pada hubungan antara performa akademik dan kecurangan akademik dengan 350 mahasiswa program sarjana pada 14 fakultas di Universitas Indonesia selama menjalani masa pembelajaran jarak jauh (PJJ). Penelitian ini dilaksanakan secara daring dengan menggunakan Kuesioner Kecurangan Akademik, Indeks Prestasi Semester saat diberlakukannya PJJ (Genap TA. 2019/2020), dan Academic Adjustment Questionnaire. Hasil analisis Pearson Correlation dan regresi PROCESS Model 1 Hayes menunjukkan adanya hubungan yang signifikan antara performa akademik dan kecurangan akademik (r = 0,265; p < 0,01, two-tailed), serta adaptasi akademik memiliki efek yang signifikan dalam menguatkan hubungan kedua variabel (R2 = 0,0997, p = 0,001). Penelitian ini diharapkan dapat menambah wawasan masyarakat umum mengenai kecurangan akademik di Universitas Indonesia dan pengembangan penelitian terkait topik pendidikan tinggi di Indonesia.

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The academic cheating phenomenon in higher education such as in Universitas Indonesia still occurs with the data that showing Students of Universitas Indonesia commit academic cheating. This is done by students due to various factors, one of which is to have high grades/academic performance. With the transformation of learning situation that change to online, it is necessary to have a good academic adjustment so the students can have high academic performance and avoid academic cheating. The aim of this study is to look at the moderating role of academic adjustment in the relationship between academic performance and academic cheating with 350 undergraduate students from 14 faculties of Universitas Indonesia during distance learning period. This research was conducted online using three measuring tools, Academic Cheating Questionnaire by Septiana (2016), Grade Point Average during the implementation of distance learning (Even Semester of 2019/2020), and the Academic Adjustment Questionnaire. The analytical result using Pearson Correlation and Hayes PROCESS Model 1 Regression Analysis showed a significant relationship between academic performance and academic cheating (r = 0,265; p < 0,01, two-tailed), and also academic adjustment has a significant effect that strengthened the relationship between the two previous variables (R2 = 0,0997, p = 0,001). This research is expected to broaden society’s insights regarding academic cheating in Universitas Indonesia and expanding research regarding higher education topic in Indonesia."

"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"

"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."

"Universitas menjadi wadah untuk dapat mengembangkan diri agar mahasiswa dapat menghasilkan performa akademik yang baik. Penelitian ini bertujuan untuk melihat peran antara mindfulness dan academic self-efficacy terhadap performa akademik mahasiswa. Mindfulness diukur menggunakan alat ukur Mindfulness Awareness and Attention Scale MAAS dari Brown dan Ryan 2003 . Academic Self-Efficacy diukur menggunakan alat ukur College Academic Self-Efficacy Scale CASES dari Owen dan Froman 1988. Performa akademik diukur menggunakan skor Indeks Prestasi Kumulatif IPK pada mahasiswa. Partisipan penelitian ini berjumlah 194 Mahasiswa S1 Universitas Indonesia. Berdasarkan hasil analisis perhitungan simple regression dapat disimpulkan bahwa terdapat peran yang positif dan signifikan antara mindfulness R=.160.

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University becomes a place for college students to be able to develop themselves in order to produce good academic performance. This study aims to examine the role between mindfulness and academic self efficacy with students academic performance. Instrument used in this study are Mindfulness Awareness and Attention Scale MAAS from Brown and Ryan 2003 and College Academic Self Efficacy Scale CASES from Owen and Froman 1988. Academic performance is measured using the GPA Grade Point Average students score. Participants of this study amounted to 194 undergraduate students from Universitas Indonesia. Simple Regression analysis result, there is positive and significant role between mindfulness R .160."

"Penelitian ini bertujuan untuk melihat peran ethical awareness dan ethical judgment terhadap perilaku menyontek. Selain itu, penelitian ini juga melihat perbedaan perilaku menyontek antar jenis kelamin, tingkat pendidikan dan prestasi akademik. Penelitian ini merupakan penelitian kuantitatif yang menggunakan alat ukur yang diadaptasi dari Moral Equity Scale untuk mengukur ethical awareness dan ethical judgment dan Alat Ukur Kecurangan Akademik, untuk mengukur perilaku menyontek mahasiswa. Penelitian ini dilakukan pada 504 mahasiswa Universitas Indonesia program sarjana. Hasil penelitian menunjukkan bahwa ethical judgment memiliki peran yang signifikan pada perilaku menyontek (B=.300, p < .05). Namun, ethical awareness tidak memiliki peran yang signifikan pada perilaku menyontek (B=-0.051, p > .05). Selain itu, terdapat pula perbedaan perilaku menyontek antara perempuan dan laki laki (t = -3.387, p < .05) dan juga antar tingkat pendidikan (F = 4.475, p < .05). Implikasi dari penelitian adalah sebagai langkah awal untuk menyusun langkah preventif maupun kuratif untuk mengatasi perilaku menyontek.

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This research aimed to examine the role of ethical awareness and ethical judgment towards cheating behavior among students. Additionally, this research is aimed to find the differences in cheating behavior between gender, education level, and academik achievement. This research is a quantitative study that used an instrument adapted from the Moral Equity Scale to measure both ethical awareness and ethical judgment. This study also used Alat Ukur Kecurangan Akademik to measure student cheating behavior. This research was conducted on 504 undergraduate students from University of Indonesia. The results of this study indicate that ethical judgment has a significant role towards cheating behavior (B=.300, p < .05). On the other hand, ethical awareness does not have a significant role in cheating behavior (B=-0.051, p > .05). Moreover, there are differences in cheating behavior between women and men (t = -3.387, p < .05), and also between levels of education (F = 4.475, p < .05). The implication of this research is as a start to compile preventive and curative steps related to cheating behavior."

"ABSTRAKReligiositas sering dianggap menjadi penentu munculnya kecurangan. Pada penelitian ini, peran variabel identitas moral diuji sebagai mediator pada pengaruh religiositas terhadap kecurangan. Sebanyak 197 mahasiswa berusia 18-25 tahun se-Jabodetabek (45 laki-laki; 152 perempuan) diambil data religiositas, identitas moral, dan kecurangannya. Berdasarkan hasil uji regresi mediasi, tidak ditemukan signifikansi pengaruh langsung dari religiositas intrinsik, religiositas ekstrinsik, dan religiositas sebagai quest terhadap munculnya kecurangan secara langsung dan identitas moral tidak memediasi pengaruh religiositas terhadap munculnya kecurangan. Sehingga dapat disimpulkan bahwa religiositas tidak memiliki pengaruh langsung maupun tidak langsung melalui identitas moral terhadap munculnya kecurangan.

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ABSTRACTReligiosity is often considered to be a determinant of cheating behavior. In this study, moral identity was tested as a mediator on the effect of religiosity on cheating behavior. 197 students aged 18-25 years in Universitas Indonesia (45 men, 152 women) were taken data on religiosity, moral identity, and cheating behavior. Mediation regression test shows that there is no significance of the direct effect of intrinsic religiosity, extrinsic religiosity, and religiosity as a quest on cheating behavior and moral identity does not mediate the effect of religiosity on cheating behavior. The conclusion is religiosity has no direct or indirect effect, through moral identity, on cheating behavior."

"Pandemi Covid-19 membawa sejumlah tantangan dalam dunia pendidikan, kususnya terkait proses belajar-mengajar siswa. Pandemi Covid-19 membawa sejumlah konsekuensi psikologis pada kondisi emosi siswa dan hal ini memengaruhi tingkat subjective well-being secara kusus dalam konteks sekolah. Sayangnya, penelitian mengenai dampak pandemi Covid-19 pada subjective well-being di sekolah masih belum banyak dilakukan di Indonesia. Oleh karena itu, penelitian ini bertujuan untuk melihat faktor-faktor internal yang diperkirakan dapat menjadi prediktor dari subjective well-being siswa di sekolah. Secara lebih spesifik, penelitian ini ingin melihat peran academic resilience dan student engagement terhadap subjective well-being yang dimediasi oleh academic hope pada pelajar SMA. Partisipan penelitian ini adalah 509 siswa SMA, SMK dan MA di Jabodetabek. Analisis dilakukan menggunakan uji structural equation modelling (SEM) dan diketahui bahwa model penelitian yang dikembangkan fit dengan data (RMSEA= 0.066 , GFI=0.901, NFI =0.901). Academic hope diketahui memediasi secara penuh hubungan antara student engagement dan subjective well-being, dan memediasi parsial hubungan antara academic resilience dengan subjective well-being. Hasil dari penelitian ini dapat digunakan sebagai acuan psikolog sekolah untuk mengembangkan academic resilience, student engagement, dan juga academic hope sebagai upaya untuk meningkatkan subjective well-being siswa di sekolah.

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The Covid-19 pandemic has brought a number of challenges in the world of education, especially related learning process of students. The are some psychological consequences caused by the pandemic, it affects student’s emotional state and also the level of student’s subjective well-being, in particular in the school context. Unfortunately, research on the impact of the Covid-19 pandemic on subjective well-being in schools is still not widely carried out in Indonesia. Therefore, this study aims to look at the internal factors that are thought to be predictors of the subjective well-being of students at school. More specifically, this study wants to see the role of academic resilience and student engagement on subjective well-being mediated by academic hope in high school students. The participants of this study were 509 senior high school, vocational and MA students in Jabodetabek. The analysis was carried out using the structural equation modeling (SEM) test and it is known that the research model developed fits the data (RMSEA = 0.066 , GFI = 0.901, NFI = 0.901). Academic hope is known to fully mediate the relationship between student engagement and subjective well-being, and partially mediate the relationship between academic resilience and subjective well-being. The results of this study can be used as a reference for school psychologists to develop academic resilience, student engagement, and also academic hope as an effort to improve the subjective well-being of students in schools."

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Social comparison dalam bidang akademik mengacu pada kecenderungan individu untuk membandingkan kinerja akademik, kemampuan, atau prestasi mereka dengan rekan-rekannya dalam lingkungan akademik. Penelitian terdahulu menunjukkan bahwa social comparison dikaitkan dengan dampak negatif yang memengaruhi psychological well-being. Namun, temuan lain menunjukkan bahwa social comparison juga dapat menjadi faktor protektif. Memahami faktor protektif dan faktor risiko yang memengaruhi psychological well-being menjadi penting untuk mendukung kesejahteraan psikologis mahasiswa. Oleh karena itu, tujuan penelitian ini adalah untuk melihat peran social comparison dalam konteks akademik terhadap psychological well-being serta mengidentifikasi dimensi apakah yang paling berperan terhadap psychological well-being mahasiswa yang sedang mengerjakan skripsi. Penelitian ini adalah penelitian kuantitatif dengan desain korelasional. Penelitian ini melibatkan 152 partisipan mahasiswa dengan rentang usia 20-25 tahun, dari universitas negeri maupun swasta di Indonesia. Alat ukur yang digunakan adalah Ryff’s Psychological Well-Being Scale (RPWB) dan Academic Social Comparison Scale (ASCS). Hasil menunjukkan social comparison berkontribusi sebesar 16,1% terhadap psychological well-being mahasiswa. Dimensi yang paling berperan terhadap psychological well-being mahasiswa adalah dimensi downward comparison dan upward comparison. Penelitian ini memberikan masukan kepada penelitian selanjutnya untuk lebih mendalami faktor-faktor lainnya yang memengaruhi psychological well-being pada tingkat pendidikan tinggi.

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Social comparison in the academic setting to the tendency of individuals to compare their academic performance, abilities, or achievements with those of their peers within an academic setting. Previous research has shown that social comparison is associated with negative impacts on psychological well-being. However, other findings suggest that social comparison can also serve as a protective factor. Understanding the protective and risk factors influencing psychological well-being is crucial to supporting the psychological welfare of students. Therefore, the aim of this study is to examine the role of social comparison in the academic context on psychological well-being and to identify which dimensions most significantly affect the psychological well-being of students working on their theses. This study is quantitative research with a correlational design. It involves 152 student participants, aged between 20 and 25 years, from both public and private universities in Indonesia. The measurement tools used are the Ryff’s Psychological Well-Being Scale (RPWB) and the Academic Social Comparison Scale (ASCS). The results indicate that social comparison contributes 16.1% to the psychological well-being of students. The dimensions that play the most significant role in students' psychological well-being are downward comparison and upward comparison. This study suggests that future research should further explore other factors that influence psychological well-being in higher education settings

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