Implementasi Nilai Kejujuran (Shiddiq) dalam Praktik Akademik Mahasiswa: Kajian Fenomena Plagiarisme dan Kecurangan Akademik
DOI:
https://doi.org/10.24252/asma.v8i2.69598Keywords:
academic honesty, academic dishonesty, integrity, plagiarism, shiddiqAbstract
This study examines the implementation of honesty values (shiddiq) in students' academic practice, focusing on the increasingly complex phenomena of plagiarism and academic dishonesty in the digital era, particularly with the emergence of generative AI. Employing a descriptive qualitative approach, the research involved 10 students from the Psychology Study Program at Universitas Negeri Makassar, selected through purposive sampling. Data were collected via semi-structured interviews and analyzed interactively through data reduction, data display, and conclusion drawing, with trustworthiness ensured through triangulation, member checking, peer debriefing, and confirmability. The findings reveal four key outcomes: (1) students demonstrate adequate cognitive understanding of shiddiq values, yet a systematic value-behavior gap persists between knowledge and actual conduct; (2) the implementation of honesty values follows three internalization stages normative, adaptive, and full internalization with most informants remaining at the normative and adaptive stages; (3) forms of academic dishonesty identified include direct plagiarism, patchwriting, misuse of generative AI, unauthorized collaboration, and exam cheating; and (4) academic dishonesty is shaped by interrelated individual, academic, social, technological, and spiritual factors, which from an Islamic ethics perspective constitute tadlis (deception) and a violation of haq al-'ibad. The novelty of this study lies in its use of the shiddiq concept as an analytical framework for academic integrity and its exploration of generative AI challenges from an Islamic ethics perspective, an area still scarcely examined qualitatively. Its main contribution is an original three-stage internalization model of shiddiq values (normative, adaptive, internalization) that offers a conceptual framework for developing Islamic values-based character education in higher education.
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