This study aimed to investigate the effect of moral disengagement (professor and student), perceived opportunity, culture (collectivism-individualism), and religiosity (organizational religiosity, non-organizational religiosity, and intrinsic religiosity) on academic dishonesty in college student. The data was collected from 515 undergraduate students of the state college in Java, by nonprobability sampling technique. The data analysis used multivariate regression analysis. The result indicated that the model was saturated. Moral disengagement student predicted all of the dependent variables. Further, moral disengagement professor only significantly predicted cheating and facilitating academic dishonesty. Meanwhile perceived opportunity and collectivism predicted cheating, and non-organizational religiosity predicted fabrication. Future research is needed to determine the other factors which influence academic dishonesty and use other a regression model.

Information and communication technology (ICT) has become an inseparable part of life, including in the field of education. This research aims to determine whether information and communication technology literacy has an impact on students' achievement. Information and communication technology literacy, in this case, refers to the availability of ICT facilities, the usage of ICT in learning, and regulations in schools related to ICT. Participants in this research were senior high school (SMA) students who participated in the 2019 National Examination (N=52,897). Multivariate regression analysis was carried out to find out the impact of information and communication technology literacy on student achievement in the form of national examination scores in Bahasa Indonesia, English, and Mathematics subjects. The results of the analysis show that the availability of information and communication technology facilities and its usage as learning tools can improve students' achievement. However, students' achievement will decline as restrictions on the usage of information and communication technology in schools are too strict. This is possible considering the usage of technology in the 21st century has become a necessity.