MENINGKATKAN KEJUJURAN AKADEMIK: EFEKTIVITAS CLASSROOM DEVELOPMENTAL BIBLIOTHERAPY DALAM PEMBELAJARAN

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. This research aim is to test the influence of Classroom Developmental Bibliotherapy to increase academic honesty  4th grade students. The type of this research is Quasi Experimental Reseacrh using Non Equivalent Control group Posttest Only Design.  This research take 63 subjects on 4th MI (Islamic Ememntary School) students. This research take 2 groups, devided into experimental and control groups. The treatment, CDB in learning  given to experimental group in 4 sessions. CDB is given integratedly in Bahasa Indonesia Learning with 4 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 3 aspecs; attitude, tendency and behavior. The test result through t-test is t=2,454  with significance p= 0,020, indicate that there is  difference of cheating behavior on experiment group and control group. It means that there is  influence of role plaing method in learning to cheathing behavior on undergraduate students. Abstrak Kejujuran akademik merupakan salah satu nilai dalam pendidikan karakter yang harus diajarkan kepada siswa yang terintegrasi dalam proses pembelajaran. Biblioterapi, terutama biblioterapi perkembangan merupakan salah satu teknik untuk mengajarkan nilai yang terintegrasi dalam kurikulum. Tujuan penelitian ini adalah untuk menguji Efektifitas Classroom Developmental Bibliotherapy (CDB) dalam Pembelajaran Bahasa Indonesia untuk meningkatkan kejujuran akademik pada siswa. Jenis penelitian ini adalah eksperiment kuasi dengan desain Non Equivalent Control Group Posttest Only Design. Subyek dalam penelitian ini sejumlah 63 siswa kelas IV MI (Madrasah Ibtidaiyah), yang dibagi dalam dua kelompok, kelompok eksperimen dan kontrol. Perlakuan CDB dalam pembelajaran diberikan pada kelompok eksperimen dalam empat sesi. CDB diberikan secara integratif dalam pembelajaran Bahasa Indonesia dengan empat tahapan, yaitu prabaca, membaca terbimbing, diskusi pasca baca dan penguatan/ pemecahan masalah. Pengukuran kejujuran akademik menggunakan Skala Kejujuran Akademik, yang mengukur kejujuran akademik dalam tiga aspek; sikap, kecenderungan dan perilaku untuk menghindari mencontek. Dari hasil uji-t diketahui bahwa terdapat perbedaan tingkat kejujuran akademik pada kelompok eksperimen dan kelompok kontrol. Hal ini berarti CDB dalam pembelajaran Bahasa Indonesia efektif untuk meningkatkan kejujuran akademik siswa.Key word: academic honesty, classroom developmental bibliotherap

Enhancing Academic Integrity and Facing Academic Dishonesty Afternoon Plenary Session & Wrap-Up

A core classroom value for many college and university instructors is academic integrity and honesty. Instructors often employ a range of strategies to strengthen academic integrity and limit academic dishonesty in their individual courses. By bringing together panelists from a variety of disciplines and professional experiences, who teach a range of courses in diverse formats, levels, and sizes, this panel aims to generate a discussion about how to support a culture of academic integrity. We will address these issues based on how we think about academic integrity and dishonesty, our discipline or course specific concerns, our physical and institutional environments, and our experiences with students and other members of our communities. Ultimately, it is worth noting that cultivating academic integrity within each individual classroom is but one dimension of strengthening and sustaining a broader culture of integrity in the academic communities of which we are a part. In keeping with the spirit of strengthening a broader culture of integrity, this session will include opportunity for discussion and synthesis with the audience

Integrity Matters: Creating a Culture of Responsibility, Education and Prevention

Though academic integrity is crucial to one’s individual and professional development, cheating still occurs. New approaches to combatting cheating in the classroom include taking a more universal approach and fostering a culture of integrity where each member of the academic community is aware of the importance of it and is committed to upholding its values. It’s recognized that when students view their instructors as exhibiting the values of academic integrity -- honesty, fairness, trust, respect, and responsibility -- students are more likely, in turn, to embrace these values themselves (Lang, 2013). In this way, academic integrity is important to the topic of teaching and learning as it is fundamental to academic quality and central to student academic success. View samples of our campus-wide Academic Integrity Tutorial, and gain digital access to our Academic Integrity Report research proposal

Cheating Perceptions and Prevalence Across Academic Settings

This study investigated high school students’ perceptions of cheating and its prevalence. Students were administered the Academic Honesty Survey to determine their perceptions and prevalence of cheating across three academic settings: tests, homework, and report writing. Overall, students had traditional perceptions of what constitutes cheating. Despite these perceptions, most students cheated. In addition, cheating perceptions and prevalence varied across academic settings. Perceptions and prevalence declined going from test to homework to report writing settings. Three other interesting patterns emerged. First, cheating was tied to effort. Cheating actions that still required students to exert effort were viewed as less dishonest than those that required little effort. Second, cheating was tied to giving versus receiving. Giving information was viewed less harshly than receiving it. Last, cheating perceptions were tied to environment. Cheating behaviors occurring outside the classroom were viewed less harshly than those occurring inside the classroom

Ethical practices in the college classroom: teaching and learning from the next generation about academic honesty

Academic honesty is a perennial concern at the university. Faculty, who endeavor to maintain ethical practices in their own work, may struggle to communicate with new generations of students about important aspects of academic honesty. Communication about this construct is often reduced to a syllabus statement warning students about penalties for plagiarism. Institutional responses are similarly narrowly focused on committees and procedures for the assignment of penalties for breaches of college academic honesty policies. Teaching faculty may benefit from more information and support in conveying to their students the crucial importance of developing and communicating original ideas as well as reporting on the ideas and words of others in an ethical manner. This chapter is framed by a real but anonymized incident from the author’s experience. It reviews current literature on academic honesty, plagiarism, and related issues, as well as historical attitudes on what we now call plagiarism. Also explored are the impact of new media and contemporary student conceptions of academic honesty. Special concerns related to increased use of adjunct faculty to teach university classes and the special challenges contingent faculty encounter when trying to model ethical behavior and mentor students toward academically honest practice are highlighted. Recommendations are drawn from these explorations

Honesty is the Best Policy: Wisdom by Ben Franklin and Fairfield University on Academic Honesty

Be revolutionary! Lead the charge against academic dishonesty on your campus! Learn how Fairfield University Librarians are leading their campus on this critical issue. Learn about their highly successful academic integrity workshop series for faculty. Be inspired to integrate academic integrity into your first year students\u27 orientation program. See their creative lesson plans. Learn to be a leader against academic dishonesty on your campus! This poster will showcases a highly effective library-sponsored workshop series on Academic Integrity designed for faculty and professional staff. In addition, a model of collaboration with Student Services that integrates academic integrity into first year students\u27 orientation program will be highlighted. Faculty workshop #1 - Academic Integrity: Encouraging a Frank Discussion. In this workshop, we used a lesson plan with faculty that we created for use in the classroom with students; this lesson was developed to get students to talk honestly about academic integrity, using ethical case scenarios. Included in this workshop was the game “The Cite is Right” where faculty/staff attending were game show participants. The “Cite is Right” game used clicker technology and allowed workshop participants to vote on how they would handle complex situations, including ethical dilemmas in group work, and thorny issues in proper citation and copyright. Faculty workshop #2 - Conquer Plagiarism: Strategies for Preventing and Detecting Plagiarism. While cheating is nothing new to academia, new technologies allow for surprising ways to lift content and more creative ways to “share” information in an unethical manner. In this workshop, librarians sharing shocking data about academic (dis)honesty, especially as it relates to new technologies and, perhaps more importantly, unique ways to get faculty to generate and share creative solutions. The poster showcases the collaborative and successful efforts by Fairfield University librarians to incorporate academic honesty issues into the University\u27s first-year student orientation program. Learning Outcome One Empower librarians to be leaders for academic honesty on their campuses. Learning Outcome Two Provide practical strategies and lesson plans to be used with faculty and students. Learning Outcome Three Encourage unique ways to collaborate with faculty and professional staff on campus

Reduce \u3e Reuse \u3e Recycle: Teaching ACRL’s 5th Information Literacy Competency Standard

For an online credit-bearing course, a team at Bowling Green State University Libraries designed a module around ACRL\u27s Standard Five in order to help students navigate the complexities of using information ethically and legally. Module contents, including readings, discussion questions, assessments and quizzes, may be used as a whole or in pieces as needed. Module readings and activities work equally well online or in the classroom setting and can be easily modified for one-shot library sessions or as part of a larger conversation on academic honesty and correct citing of sources

Educational Ethics in Academic Environment: Medical Students' Perspectives

Background and Objective: Educational ethics imply values such as honesty, reliance on one's own personal effort, not to abuse the efforts of others, and respect the dignity and respect for others. Students are faced with different situations in which they show various moral and immoral behaviors. This study aimed to explore medical students' viewpoints and experiences at Golestan University of Medical Sciences about ethics in academic environment in 2013. Materials and Methods: In this qualitative study a purposive sampling was used with maximum variation and 12 medical students participated in the research. Data was gathered using semi-structured interviews. At least an open question "When I say ethics in education or educational environment, what comes to your mind" was repeated in all the interviews. The interviews recorded and transcribed line by line and then analyzed according to "conventional content analysis" method. Results: "Respecting teacher dignity", "preserving dignity of classroom", "respecting and maintaining dignity for classmates", "seeking for knowledge and sciences” emerged as the main themes of the current study. Conclusion: University students considered learning environment as a sacred place; conforming its expected rules and ethics would be mandatory. Abnormal behavior causes not only loss of students dignity but also could be harmful to the calmness of educational atmosphere and may evoke different unpleasant pessimistic ideas about such academic environment

You've got this! The fundamental values of academic integrity

After so many changes in education over the past year, the need to stay grounded in fundamental values is more important than ever. The surge in cognitive offloading tools (i.e. apps and websites that will offer completed academic work), have educators feel they are running a losing race to keep a diverse student body focused on learning content and demonstrating knowledge with integrity. Integrating discussions on the fundamental values of honesty, trust, fairness, respect, responsibility, and courage in classroom supports has allowed the Academic Success Centre and Library Services at Red River College to build academic integrity into their suite of supports. Session presenters will share examples of collaborative sessions that have empowered students to analyze options and make decisions that lead to academic success. Session participants will be asked to reflect on opportunities to integrate the fundamental values into their work. This session will encourage you to use the resources you have to promote academic integrity with confidence.&nbsp

RISING STUDENT’S ACADEMIC HONESTY: THE IMPLEMENTATION OF CLASSROOM DEVELOPMENTAL BIBLIOTHERAPY (CDB) IN BAHASA INDONESIA LEARNING AT MADRASAH IBTIDAIYAH

The aims of this research are to find out: (1) the implementation of classrooom developmental bibliotherapy (CDB) in Bahasa Indonesia learning process to improve student’s academic honesty, and (2) the result of the implementation of CDB in Bahasa Indonesia learning to improve student’s academic honesty. This is a classroom action research. The subjects are 28 students from 5th grade of MI (Madrasah Ibtidaiyah) Cahaya. This research has 3 cycles with 3 to 4 sessions in every cycle. In every session, the learning process are integrated CDB’s stage into Bahasa Indonesia learning process in competencies: reading, writing, and speaking. The qualitative and quantitative data are collected with several technics: observation, interview, students self report and students journals analizes. The process of data analysis are: data reduction, data display, and an overview of conclusions / verification. The data analizes is explained as findings and reflections in every cycle that will be follow up to the next cycle or stop the action. The result are: (1) the implemention of CDB in Bahasa Indonesia learning are success especially in playing drama, and (2) the improvement of student’s academic honesty is known from by the number of honest student increase to 96%, and the students show some behavior to maintain their academic honesty