Mitigating Plagiarism and Collusion in K-12 as Initial Knowledge for Programming Instructors in Higher Education

Karnalim, Oscar and Ayub, Mewati and Toba, Hapnes (2023) Mitigating Plagiarism and Collusion in K-12 as Initial Knowledge for Programming Instructors in Higher Education. World Transactions on Engineering and Technology Education, 21 (1). pp. 44-49. ISSN 1446-2257

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Abstract

Programming plagiarism and collusion should be mitigated in higher education. For that purpose, instructors are expected to understand students’ perspective about the matter, and how plagiarism and collusion were mitigated at earlier educational levels. Hence, a study was undertaken to investigate 42 K-12 teachers how they mitigated plagiarism and collusion in their classes. The collected data were summarised via the latent Dirichlet allocation (LDA) topic modelling technique. It was found that K-12 teachers only generally informed students about plagiarism and collusion. Penalties for the misconduct varied, but mostly there were no serious consequences. Students whose work was copied could be identified through their academic performance, but they were expected to be penalised as well. The teachers detected plagiarism and collusion based on student behaviour; however, they provided opportunity for students to explain the situation and prove innocence. It is recommended that programming plagiarism and collusion be comprehensively explained by instructors, stricter detection strategies be employed, and more severe penalties be imposed when justifiable.

Item Type: Article
Contributors:
ContributionContributorsNIDN/NIDKEmail
UNSPECIFIEDKarnalim, OscarUNSPECIFIEDUNSPECIFIED
UNSPECIFIEDAyub, MewatiUNSPECIFIEDUNSPECIFIED
UNSPECIFIEDToba, HapnesUNSPECIFIEDUNSPECIFIED
Subjects: T Technology > T Technology (General)
Depositing User: Perpustakaan Maranatha
Date Deposited: 30 Aug 2023 10:27
Last Modified: 30 Aug 2023 10:27
URI: http://repository.maranatha.edu/id/eprint/32095

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