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All Journal EDUVELOP (Journal of English Education and Development) DIDASKALIA : Jurnal Pendidikan Agama Kristen
Alberth
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Religion Arts Humanities Education Languange, Linguistic, Communication & Media Other

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MEMBANGUN BUDAYA ANTI KORUPSI DI KALANGAN AKADEMISI: PERAN STRATEGIS MATA KULIAH PENDIDIKAN ANTI KORUPSI Kawung, Jiffry F.; Andhira; Agnes; Tuwo, Gracella; Alberth
DIDASKALIA : Jurnal Pendidikan Agama Kristen Vol. 5 No. 2 (2024): Didaskalia : Jurnal Pendidikan Agama Kristen
Publisher : Institut Agama Kristen Negeri Manado

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Abstract

Pendidikan anti-korupsi di perguruan tinggi memainkan peran penting dalam membangun budaya anti-korupsi di kalangan generasi muda. Penelitian ini bertujuan untuk mengeksplorasi peran strategis mata kuliah pendidikan anti-korupsi dalam membentuk karakter mahasiswa yang berintegritas. Penelitian ini menggunakan pendekatan kualitatif dengan menganalisis berbagai sumber literatur yang relevan, termasuk jurnal dan artikel ilmiah mengenai pendidikan anti-korupsi di dunia akademik. Hasil penelitian menunjukkan bahwa pengintegrasian mata kuliah pendidikan anti-korupsi dalam kurikulum perguruan tinggi memberikan dampak positif terhadap kesadaran mahasiswa mengenai pentingnya nilai-nilai transparansi, akuntabilitas, dan integritas. Selain itu, metode pembelajaran yang interaktif dan berbasis nilai-nilai moral terbukti efektif dalam meningkatkan pemahaman mahasiswa tentang bahaya korupsi. Pembahasan lebih lanjut menyoroti pentingnya penguatan kurikulum, pelatihan dosen, serta kolaborasi antar lembaga pendidikan dalam memerangi korupsi. Penelitian ini diharapkan dapat menjadi dasar bagi pengembangan pendidikan anti-korupsi yang lebih efektif di perguruan tinggi, yang pada gilirannya dapat membantu menciptakan generasi muda yang bebas dari praktik korupsi.
Feedback as a Determinant of Online Assessment Validity: A Multidimensional Analysis in Indonesian EFL Higher Education Mursalim; Alberth; Nggawu, La Ode; Ayu, Anugrah Puspita; Wahyudin Madil
Eduvelop: Journal of English Education and Development Vol 9 No 1 (2026): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.6093

Abstract

Although LMS-based online assessment is widely used, there is a paucity of empirical research studies that have investigated its multidimensional validity from students’ perspectives, especially in Indonesian higher education. The proposed cross-sectional survey research examines students’ perceptions of the validity and quality of online assessment in the English Education Department at Universitas Halu Oleo (UHO) delivered through the E-Green SPADA (Moodle-based) course platform. The study conceptualizes perceived validity based on multidimensional and argument-based validity frameworks that are prominent in contemporary research. A 25-item questionnaire (5-point Likert scale) that included construct validity, assessment fairness, feedback & support, learning impact, and affective impact was administered to a stratified random sample of 120 students during the final week of the semester. Exploratory factor analysis showed a five-factor structure (KMO = 0.89; Bartlett χ²(300) = 1650.3, p < .001), which explained 68.2% of the total variance, with acceptable internal consistency (α = .76–.89). The descriptive results showed that construct validity (M = 4.21, SD = 0.61) and assessment fairness (M = 4.08, SD = 0.65) were highly rated, while feedback & support received relatively low scores (M = 3.49, SD = .79). Feedback & support was the strongest predictor of overall perceived validity (β = .458, p < .001) in multiple regression analysis, and the full model accounted for 62.7% of the variance (R² = .627). These findings provide support for the consequential facet of validity in that the prompt, comprehensive, and accessible feedback can influence students’ confidence in online assessment. The research adds evidence from the Indonesian EFL higher education context and highlights the importance of LMS design features, instructor training, and feedback literacy programs that facilitate dialogic and responsive feedback practices.
Co-Authors Agnes Andhira Ayu, Anugrah Puspita Kawung, Jiffry F. La Ode Nggawu Mursalim Tuwo, Gracella Wahyudin Madil