<![CDATA[Latar Belakang: Academic dishonesty merupakan perilaku tidak jujur dalam konteks akademik yang dapat mengganggu integritas pembelajaran di perguruan tinggi. Mastery-approach achievement goal orientation menekankan penguasaan tugas dan peningkatan kompetensi diri sehingga diperkirakan berkaitan dengan rendahnya academic dishonesty. Tujuan: Penelitian ini bertujuan mengetahui hubungan mastery-approach achievement goal orientation dengan cheating, outside help, plagiarism, dan electronic cheating pada mahasiswa Fakultas Kedokteran Universitas Andalas dengan sistem pembelajaran non-blok. Metode: Penelitian kuantitatif ini menggunakan desain korelasional terhadap 347 mahasiswa S1 Psikologi dan Ilmu Biomedis yang dipilih melalui proportionate stratified random sampling. Data dikumpulkan menggunakan Academic Dishonesty Instrument dan Achievement Goal Questionnaire dimensi mastery-approach. Hasil: Mastery-approach tidak berhubungan signifikan dengan cheating (r = -.048; p = .372), outside help (rₛ = -.006; p = .918), plagiarism (rₛ = -.003; p = .960), maupun electronic cheating (rₛ = -.009; p = .867). Simpulan: Seluruh hipotesis alternatif ditolak; academic dishonesty perlu dipahami dengan mempertimbangkan faktor sosial dan kontekstual selain orientasi belajar individual dalam lingkungan akademik perguruan tinggi. Abstract Background: Academic dishonesty is dishonest behavior that may undermine learning integrity in higher education. Mastery-approach achievement goal orientation emphasizes task mastery and self-competence development and is assumed to relate to lower academic dishonesty. Objective: This study examined its relationship with cheating, outside help, plagiarism, and electronic cheating among Faculty of Medicine students at Universitas Andalas in a non-block learning system. Method: This quantitative correlational study involved 347 undergraduate Psychology and Biomedical Science students selected through proportionate stratified random sampling. Data were collected using the Academic Dishonesty Instrument and the mastery-approach dimension of the Achievement Goal Questionnaire. Results: Mastery-approach was not significantly related to cheating (r = -.048; p = .372), outside help (rₛ = -.006; p = .918), plagiarism (rₛ = -.003; p = .960), or electronic cheating (rₛ = -.009; p = .867). Conclusion: All alternative hypotheses were rejected; academic dishonesty should be understood by considering social and contextual factors beyond individual achievement goal orientation within contemporary higher education settings.]]>
