Students' Perception Of Artificial Intelligence-Based Plagiarism In Academic Writing
DOI:
https://doi.org/10.17977/um038v9i12026p114-123Keywords:
Academic Writing, Artificial Intelligence, Plagiarism, Students’ PerceptionAbstract
This study aims to measure and describe the level of students' perception of artificial intelligence-based plagiarism in academic writing which is reviewed from three indicators, namely cognitive, affective, and conative. Research on artificial intelligence-based plagiarism is still dominated by the context of developed countries and focuses on moral aspects and academic integrity policies, while the perception of students in developing countries is still limited, especially in exploring how students understand, assess, and rationalize the use of artificial intelligence in daily scientific writing practices. The approach used in this study is quantitative descriptive with a type of cross-sectional survey, with a sample of students from Manado State University, Faculty of Social Sciences and Law. Data collection was carried out using questionnaires, and data analysis included descriptive statistics (mean, standard deviation, and perception categories). The results of the study show that students' perception of artificial intelligence-based plagiarism is in the medium to high category. Cognitive indicators with medium category results, affective indicators with high category results, and conative indicators with moderate categories. This indicates a new awareness among students about the importance of academic honesty, but at the same time shows unresolved ethical dilemmas when digital efficiencies such as the use of artificial intelligence conflict with the demands of originality
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