Meningkatkan Kejujuran Akademik: Efektivitas Classroom Developmental Bibliotherapy Dalam Pembelajaran

Abstract

Academic honesty is one of character education that must be teached to our students integratedly in learning process. Bibliotherapy, especially developmental bibliotherapy is one of technics to teach values integrated in curriculum. This research aims is to find out the efectiveness of classrooom developmental bibliotherapy in Bahasa Indonesia learning to improve student's academic honesty. The type of this research is Quasi Experimental Reseacrh using Non Equivalent Control group Posttest Only Design. This research take 63 subjects on 4 th MI (Islamic Ememntary School) students. This research take two groups, devided into experimental and control groups. The treatment, CDB in learning was given to experimental group in four sessions. CDB is given integratedly in Bahasa Indonesia Learning with four steps: pre-reading, guided-reading, post-reading disscussion, and reinforcement/ problem solving. The measurement of academic honesty is using The Academic Honesty Schale, wich measure academic honesty in three aspecs; attitude, tendency and behavior. The test result through t-test shows that the data is significantly difference. It indicate that there is difference of cheating behavior on experiment group and control group. It means that there is influence of role playing method in learning to cheathing behavior on students.

Pencegahan Perilaku Kecurangan Akademik: Peran Penalaran Moral Dan Konsep Diri Akademik

“…Secara internal dilakukan dengan intervensi karakter, melalui pembentukan karakter dan sikap. Sedangkan secara eksternal dilakukan melalui pendisiplinan, pemberian hukuman, pengawasan, dan atau membuat perangkat lunak yang mencegah plagiat (Khotimah et al, 2017). Upaya secara eksternal yang dilakukan melalui pendisiplinan, pengawasan dan pemberian hukuman menyebabkan siswa mempersepsikan bahwa ada hukuman atas kecurangan yang dilakukan.…”

“…Prestasi akademik ditengarai juga menjadi penentu terjadinya kecurangan akademik. Demikian pula dengan ketidak jujuran akademik, kontrol eksternal akan efektif jika individu masih di level rendah, dan sebaliknya, semakin tinggi level penalaran moral individu, maka akan semakin tinggi regulasi internalnya (Khotimah et al, 2017) Selain itu, sistem pendidikan di Indonesia yang lebih mengutamakan pada pencapaian hasil dan bukan proses belajar itu sendiri telah membentuk karakter siswa yang berani melakukan apapun asalkan mendapat nilai yang tinggi atau mencapai kelulusan. Adanya berbagai macam tekanan misalnya mendapatkan ranking atau peringkat, menjadi siswa unggul, tekanan dari orangtua, guru dan lingkungan untuk meraih hasil terbaik (Idrus, Asadi, & Mokhtar, 2016).…”

Cognitive Dissonance & Plagiarism: the Banality of Academic Dishonesty

“…Other studies found that attempts to instill moral values and fear of repercussions have also been ineffective in changing student's attitudes and behaviors (Spear & Miller, 2012). However, cognitive approach has been found to have a more successful outcome in reducing plagiarism (Khotimah, Fadhli, & Habibi, 2017).…”

“…Vinski & Tryon (2009) asked students how many tests they took and the number of those tests in which they cheated. Goldonowics (2014) and Khotimah, Fadhli, & Habibi (2017) also used a self-report questionnaire to assess student's cheating behavior. While participants were guaranteed the anonymity and confidentiality of their data, it is difficult to accurately measure plagiarism using self-report measurement.…”

The Effectiveness of Bibliotherapy in Improving Honest Character on the Elementary Students

“…Today's honest attitude is rarely found in Indonesia. Honest is a character that must be emphasized from an early age (Khotimah: 2017). Being honest is trustworthy, not lying, saying what it is, not cheating, sincere.…”