<![CDATA[The rapid development of Artificial Intelligence (AI) has provided new opportunities for students in academic activities and scientific writing while raising ethical concerns related to privacy, information accuracy, ownership, and accessibility. This study aimed to describe students’ self-reported awareness and perceptions of Information Ethics in using AI for scientific writing based on Mason’s Privacy, Accuracy, Property, and Accessibility (PAPA) framework. This study employed a quantitative descriptive approach. Data were collected through a closed-ended questionnaire from 100 Universitas Sumatera Utara students selected using purposive sampling. The instrument consisted of 18 Information Ethics items based on the PAPA dimensions and 14 supporting items related to scientific writing, covering aspects of the Theory of Planned Behavior and Information Literacy. Data were analyzed using descriptive statistics, Corrected Item-Total Correlation, and Cronbach’s Alpha. The results showed that the overall mean score of Information Ethics was 3.9689, indicating a high category. Privacy obtained the highest mean score (4.0400), followed by Accuracy (3.9760), Property (3.9500), and Accessibility (3.8900). The supporting constructs also showed relatively high descriptive results. These findings reflect respondents’ self-reported awareness and perceptions rather than direct evidence of actual ethical behavior. The findings provide contextual input for strengthening information literacy and responsible AI-use guidelines in higher education.]]>
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