Psychoeducation Group and Its Effect on Students’ Academic Integrity

Abstract

Academic integrity covers five fundamental values: honesty, trust, fairness, respect, and responsibility, and is essential for students during the educational process. Students with low academic integrity are more likely to commit academic fraud, decreasing the opportunity to gain competence. This research examined the effectiveness of a psychoeducation group using modeling to teach Islamic values on increasing academic integrity. The program's effectiveness was compared to a group psychoeducation program that used modeling without Islamic values teaching. The experiment implemented a 2 x 2 factorial design involving 40 students (20 girls and 20 boys) divided into four groups based on modeling intervention and gender. The data of students’ academic integrity were assessed using Academic Integrity Scale before and after intervention for all group. The results of t-tests and ANCOVAs showed that the psychoeducation group using modeling with Islamic values teaching was more effective in improving academic integrity than the modeling without Islamic values teaching, and female students had a higher increase in academic integrity than males. The findings confirmed that religious values, such as Islamic values, could be integrated into modeling techniques to improve students’ character, particularly academic integrity.