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All Journal JURNAL PENDIDIKAN INDONESIA: Teori, Penelitian, dan Inovasi TOFEDU: The Future of Education Journal
Margaretha Dhiu
Universitas Katolik Widya Mandira Kupang
Education Languange, Linguistic, Communication & Media Mathematics Other

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FAKTOR-FAKTOR YANG MEMPENGARUHI PERILAKU MENYONTEK DI KALANGAN REMAJA Rosalia Donata Kehi; Margaretha Dhiu
Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi Vol 6, No 1 (2026): Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi
Publisher : Penerbit Widina, Widina Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59818/jpi.v6i1.2402

Abstract

Cheating behavior is a serious problem in education that affects both the quality of learning and the character development of adolescents. This study aims to identify and analyze the factors influencing cheating behavior among adolescents through a literature review. An analysis of various scholarly sources indicates that cheating behavior is influenced by internal factors, including low learning motivation, negative self-concept, lack of understanding of academic material, and poor time management, as well as external factors, such as academic pressure, peer influence, inappropriate evaluation systems, lack of supervision, and misuse of technology. The study concludes that cheating behavior results from a complex interaction between internal and external factors and therefore requires comprehensive intervention from multiple stakeholders. The contribution of this study lies in providing an empirical foundation for designing preventive strategies against cheating behavior involving students, teachers, parents, and educational institutions.ABSTRAKPerilaku menyontek merupakan masalah serius dalam pendidikan yang berdampak pada kualitas pembelajaran dan pembentukan karakter remaja. Penelitian ini bertujuan mengidentifikasi dan menganalisis faktor-faktor yang mempengaruhi perilaku menyontek di kalangan remaja melalui studi literatur. Analisis terhadap berbagai sumber ilmiah menunjukkan bahwa perilaku menyontek dipengaruhi oleh faktor internal (motivasi belajar rendah, konsep diri negatif, kurangnya pemahaman materi, dan manajemen waktu buruk) serta faktor eksternal (tekanan akademik, pengaruh teman sebaya, sistem evaluasi tidak tepat, kurangnya pengawasan, dan penyalahgunaan teknologi). Penelitian menyimpulkan bahwa perilaku menyontek merupakan hasil interaksi kompleks antara faktor internal dan eksternal yang memerlukan penanganan komprehensif dari berbagai pihak. Kontribusi penelitian ini adalah memberikan dasar empiris untuk merancang strategi pencegahan perilaku menyontek yang melibatkan siswa, guru, orang tua, dan lembaga pendidikan.
The Influence of Peers on Students’ Truancy Behavior Yohanista Bibiana Ose Labaona; Margaretha Dhiu
The Future of Education Journal Vol 4 No 9 (2025)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i9.1255

Abstract

Truancy is one of the most common forms of school delinquency found among students and can negatively affect academic achievement, discipline, and adolescent social development. One of the major factors influencing this behavior is peer influence, which plays a significant role in shaping students’ decisions and actions. This study aims to examine how peer groups contribute to strengthening or encouraging truancy among secondary school students. This research employs a descriptive qualitative approach to explore the dynamics of peer relationships, forms of social pressure, and interaction patterns that influence students to skip classes without permission. The findings indicate that peers have a significant effect through invitations, group pressure, the need for acceptance, and collective habits that contradict school rules. Furthermore, unhealthy peer relationships may weaken students’ self-control, making them more susceptible to violating school regulations. Therefore, active involvement from teachers, counselors, and the school environment is needed to reinforce positive values and build peer groups that support disciplined behavior.
Co-Authors Maria Erlinda Rosalia Donata Kehi Stefanus Lio Yohanista Bibiana Ose Labaona