NIDA HUSNA (SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY, JAKARTA )

MINIMIZING ACADEMIC DISHONESTY POSSIBILITY IN THE ASSESSMENT BY IMPLEMENTING CRITICAL THINKING : LANGUAGE ASSESSMENT AND EVALUATION

Within the realm of education, academic dishonesty is a longstanding issue. However, completely eradicating it proves unattainable. Nonetheless, educators can take steps to mitigate its occurrence. This research seeks to explore whether integrating critical thinking components—namely reasoning, relating, and evaluating—into assessments can curb academic dishonesty. Conducted qualitatively, the study enlisted 114 participants enrolled in the Extensive Reading Course at a state University in Jakarta. Data collection comprised two methods: firstly, a questionnaire featuring open-ended inquiries to gauge student perceptions, and secondly, documentation of students' novel assignments. The findings revealed that despite shared readings, assignments displayed varied content. Over 80% of respondents affirmed that assessments emphasizing critical thinking skills deter cheating. Although students may engage with identical novels and preferences, their perspectives and justifications differ. Consequently, it can be inferred that incorporating critical thinking components into assignments offers a viable strategy for reducing instances of academic dishonesty.

A lecturer at UIN Jakarta's Faculty of Tarbiyah and Education, she holds master's degrees in Education and TESOL Studies and a Doctorate. With teaching experience since 1992, she focuses on language acquisition, curriculum development, and teacher training, presenting at events, publishing articles, and authoring teaching materials.