_______________________________________________ International Journal of Islamic Educational Psychology Vol. 4, No. 1, June 2023 DOI: https://doi.org/10.18196/ijiep.v4i1.17743 Islamic Religiosity and Perceived Behavioral Control on Academic Cheating 1Dwi Kenia*, 1Muhamad Uyun, 2Mamadou Saidou Barry 1Universitas Islam Negeri Raden Fatah Palembang, Indonesia 2Universite General lansasa Conte De Sonfonia-Conakry, Guinea *Corresponding email: 1920901062@radenfatah.ac.id Citation: Kenia, D., Uyun, M., Barry, M. S. (2023). Islamic religiosity and perceived behavioral control on academic cheating. International Journal of Islamic Educational Psychology, 4(1), 33-47. https://doi.org/10.18196/ijiep.v4i1.17743 A R T I C L E I N F O A B S T R A C T Article History Received : 27/01/2023 Revised : 22/05/2023 Accepted : 27/05/2023 Cheating in education has been an issue. Students who pursue education are sometimes only value-oriented. There are many cases of students cheating on exams, committing plagiarism, and cheating on each other’s answers to get high grades. This study aims to determine the relationship between Islamic religiosity and perceived behavioral control in academic cheating. The research method used was quantitative multiple regression correlation. The research subjects were 201 active Islamic psychology students. The measuring instruments used were the Islamic Religiosity Scale (a-0.935), the Perceived Behavioral Control Scale (a-0.771), and the Academic Cheating Scale (a-0.925). The data analysis used was multiple regression. The results showed a significant negative relationship between Islamic religiosity and academic cheating and a significant relationship between perceived behavioral control and academic cheating. Islamic religiosity and perceived behavioral control contributed 51.5% to the academic cheating variable. The main conclusion is that Islamic religiosity and perceived behavioral control are related to academic cheating. Keywords: Islamic Religiosity, Perceived Behavioral Control, Academic Cheating, Student. Copyright © 2023 IJIEP This work is licensed under a CC BY-SA 4.0 International license. https://doi.org/10.18196/ijiep.v4i1.17743 mailto:1920901062@radenfatah.ac.id https://doi.org/10.18196/ijiep.v4i1.17743 http://creativecommons.org/licenses/by-sa/4.0/ https://creativecommons.org/licenses/by-sa/4.0/ Kenia, Uyun, & Barry | Islamic Religiosity and Perceived Behavioral Control on Academic Cheating 34 International Journal of Islamic Educational Psychology, 4(1), 2023 INTRODUCTION Education is essential to improving the quality of human resources (Rismayani & Merdeka, 2022). The National Education System Law Number 20 of 2003 explains that the purpose of education is to educate students, be creative, and have noble character. Based on these goals, education is required to form intelligent people and, more importantly, people of honest, noble, and personal integrity. However, in the education process, sometimes the purpose of undergoing education is only focused on the value of a diploma or graduation mark, so in this case, the education process is misdirected (Aulia, 2015). When students only focus on grades rather than on the stages of learning, everything will be done to get a good score on the exam, including cheating (Prawira & Irianto, 2018). One of them is cheating behavior, which is called academic fraud (Uyun, 2018). Academic cheating is a serious issue in education. In Indonesia, Nursalam et al. (2013) found that out of 50 students, 88% were involved in cheating activities during the exam, and the remaining 12% were not involved in cheating during the exam. Saputra et al. (2021), in a study involving 232 students, found that students cheated during exams, plagiarized, and received help from other parties. Another study involving 144 students found that they had cheated by falsifying attendance and submitting plagiarized assignments (Monica & Putra, 2021). According to Lambert et al. (2003), the definition of academic cheating refers to fraudulent acts or attempts by a student to perform unauthorized or unacceptable acts in academic work. Strengthened by Loppies (2014), who states that academic fraud is dishonest behavior of students that aims to gain profit, and this behavior generally includes cheating, plagiarism, stealing, and manipulating matters related to academics. Based on this definition, academic fraud can be said to be dishonest behavior in the academic field carried out by students to gain benefits fraudulently, so they dare to cheat, plagiarize, and steal other people’s work. Academic fraud, according to Hendricks (2004), includes: using notes when taking exams; copying other people’s answer texts; using dishonest methods to find out what will be tested; copying other people’s answers secretly without permission; providing assistance to people to cheat; using various methods to cheat; copying scientific work made by others and claiming it as one’s work; falsifying the bibliography; conspiring with the supervisor in completing individual work; copying sentences but not including information in the bibliography; paying for scientific work made by others; and providing false arguments to get additional time to submit assignments. Cheating behavior by students is influenced by perceptions of behavioral control, subjective norms, and attitudes, which are also related to cheating intentions among students (Yusliza et al., 2022). According to Novianti (2022), academic cheating is one of the impacts of a lack of self-integrity and a low level of religiosity. Kenia, Uyun, & Barry | Islamic Religiosity and Perceived Behavioral Control on Academic Cheating 35 International Journal of Islamic Educational Psychology, 4(1), 2023 Among the many factors that cause academic cheating, low levels of religiosity are one of the critical aspects to consider because religiosity is one aspect that underlies students committing academic fraud (Salsabilla, 2020). Saifuddin (2020) stated that religiosity is a person’s spirituality when feeling the presence of God. Religiosity refers to how often a person participates in organized and unorganized religious activities and worship services and how often individuals read religious books or other reading materials (Dawn et al., 2013). Religiosity encourages individuals to behave according to their level of obedience to religious teachings (Rahmawati, 2016). According to Glock and Stark (1966), religiosity has five dimensions, namely the belief dimension (belief in God, angels, books, messengers, and faith in qadha and qadar, and glorifying God’s name), the worship dimension (religious practice, worship, worship, prayer, fasting, prayer, zakat, and reading the book), the appreciation dimension (religious experience, feelings, sensations, perceptions, and sensations), the intellectual dimension (knowledge of religious teachings), and the consequential dimension (relationships with others, how far religious teachings in daily habits Since religiosity is related to a person’s behavior in his daily life (Khotimah et al., 2022), students with a high level of religiosity tend to avoid committing academic fraud more than students with a low level of religiosity because they realize that religion prohibits dishonest acts (Zannah & Hariyanto, 2022). Herdian and Mildaeni (2022) stated that religiosity significantly influences student academic fraud. Although the effect is small, religiosity is essential to preventing academic fraud. Research by Hamdani et al. (2022) shows that students’ religiosity level is a factor in their inclination to engage in academic fraud. Apart from Islamic religiosity, perceived behavioral control also influences students' academic cheating behavior (Sarumpaet, 2022). Students often cheat when they feel an opportunity to cheat (Billly et al., 2019). On the other hand, they choose not to cheat when they find obstacles or do not believe in their ability to overcome obstacles (Tiwi, 2020) because Perceived behavioral control is a reference in determining actions. After all, it is closely related to people’s perceptions of the ease or difficulty of showing an attitude of interest (Shodiq & Rosmida, 2022). The difference between this research and previous research lies in the subject and place; this study makes psychology students at UIN Raden Fatah subjects. Besides that, there are differences in the variables in this study, making Islamic religiosity and perceived behavioral control independent variables. Based on these differences, the author believes this research is worthy of further proof. Perceived behavioral control, according to Ajzen (1991), refers to an individual’s perception of the opportunities and obstacles they feel when about to display behavior. Perceptions of behavioral control, according to Ajzen (2020), are based on an individual’s beliefs about supporting or inhibiting factors for doing something (control belief), along with individual perceived power (perceived power belief). Individuals tend to perceive themselves as being more likely to Kenia, Uyun, & Barry | Islamic Religiosity and Perceived Behavioral Control on Academic Cheating 36 International Journal of Islamic Educational Psychology, 4(1), 2023 exhibit a behavior if there are many supporting aspects and few inhibiting aspects. Conversely, individuals will find it challenging to perform a behavior if many inhibiting factors exist. Research by Yusliza et al. (2020) on undergraduate students demonstrates that the level of behavioral control felt by students to cheat affects the tendency to cheat among students. Dewanti et al. (2020) indicated that perceived behavioral control significantly correlates with academic cheating. Based on the issues mentioned earlier, religiosity involves implementing the religious values that one adheres to. When individuals strictly follow religious orders, they avoid behaviors that contradict religious teachings, such as cheating, particularly in academic contexts. Additionally, the perception of behavioral control relates to how students view the supporting and inhibiting factors they encounter when contemplating cheating. The desire to cheat strengthens when students perceive more supporting than inhibiting factors. Research that explains the relationship between Islamic religiosity and academic cheating has been found, as well as research on the relationship between perceived behavioral control and academic cheating. In previous studies from the aspect of variables, Islamic religiosity and perceived behavioral control were studied separately. In contrast, in this study, Islamic religiosity and perceived behavioral control were studied together or partially because this study aims to determine whether there is a relationship between Islamic religiosity and perceived behavioral control and academic cheating in Islamic psychology students. METHODS The study utilized the quantitative method of regression correlation. Its objective was to establish the association between Islamic religiosity, perceptions of behavioral control, and academic cheating. The variables examined in the research were Islamic religiosity, perceived behavioral control, and academic cheating. Active psychology students from the 2020–2021 UIN Raden Fatah Palembang batch were included in the study. The Isaac Michael method selected 201 research participants with a 5% error rate. The sampling technique used to determine who became the participant was the purposive random sampling technique. Three psychological instruments were used: the Academic Cheating Scale (ACS), the Perceived Behavioral Control Scale (PBCS), and the Islamic Religiosity Scale (IRS). All instruments were modified. The Academic Cheating Scale (ACS) measures 12 forms of academic cheating (Hendricks, 2004). The scale had 36 items with high reliability (a = 0.925). Examples of psychological scale statements include exchanging answers via WhatsApp during online exams (r = 0.510) and copying answers given by classmates (r = 0.809). The Perceived Behavioral Control Scale (PBCS) measured two components: control beliefs and perceived strength (Ajzen, 2020). This scale consisted of 25 items with a reliability value of (a = 0.771). Example statements: It is easy to see the notes in my pocket despite Kenia, Uyun, & Barry | Islamic Religiosity and Perceived Behavioral Control on Academic Cheating 37 International Journal of Islamic Educational Psychology, 4(1), 2023 sitting in the front seat (r = 0.747) and having no money to pay someone else to do my coursework (r = 0.517). The Islamic Religiosity Scale (IRS) measures five dimensions: belief, worship, devotion, intellectual, and consequential (Glock & Stark, 1966). The scale has 35 items and very high reliability (a = 0.935). Examples of statements on this scale include: My heart trembles when I hear the recitation of the holy verses of the Qur’an (r = 0.443), and Allah cannot see when I cheat on an exam (r = 0.735). Data analysis used multiple regression techniques. The technique predicted the dependent variable’s condition when more than one independent variable as a predictor factor was manipulated (Sugiyono, 2019). The analysis was conducted with SPSS (Statistical Product for Social Science) version 25 for Windows. RESULT AND DISCUSSION Result One of the requirements for the regression model is the distribution of data normality to see whether the research data from respondents has a normal distribution (Abdillah et al., 2022). To ensure data normality, a normality test is carried out. This study used the Kolmogorov analysis technique, with the data being normal if the significant value was > 0.05. Based on the One-Sample Kolmogorov-Smirnov Test, Table 1 shows a significant value of 0.200 (p > 0.05). This research data is normally distributed. Table 1. Normality Test One-Sample Kolmogorov-Smirnov Test Unstandardized Residual N 199 Normal Parameters,b Mean .0000000 Std. Deviation 4.47095521 Most Extreme Differences Absolute .044 Positive .044 Negative -.026 Test Statistic .044 Asymp. Sig. (2-tailed) .200c,d In Table 2, the two predictor variables of Islamic religiosity and perceived behavioral control have a linear correlation with academic cheating. Interpreted, the significance of academic cheating with Islamic religiosity is 0.000 (<0.05), while academic cheating and perceived behavioral control are 0.000 (<0.05). Therefore, academic cheating and Islamic religiosity have a linear correlation, as do academic cheating and perceived behavioral control. Table 2 Linearity Test Variable F Sig Description Academic Dishonesty- Islamic Religiosity 2.453 0.000 Linearity Academic Dishonesty- Perceived Behavior Control 4.211 0.000 Linearity Kenia, Uyun, & Barry | Islamic Religiosity and Perceived Behavioral Control on Academic Cheating 38 International Journal of Islamic Educational Psychology, 4(1), 2023 Table 3 shows that the predictor variables of Islamic religiosity and academic cheating do not have multicollinearity. The tolerance value is 0.459 > 0.10, and the Variance Inflation Factor is <10.00. Table 3. Multicollinearity test Variable Collinearity statistic Tolerance VIF Description Islamic religiosity 0.459 2.178 No Multicollinearity Perceived Behavior Control 0.459 2.178 Following the multiple linear regression analysis results, the significant value must exceed 0.05. If the significant number is smaller than 0.05, then there is no influence between one variable and another (Uyun & Yoseanto, 2022). The analysis in this study also includes the coefficient of determination test, partial t- test, and simultaneous f-test. The coefficient test determines how far the model can explain the variation in the dependent variable (Laksmidara & Nashori, 2022). The coefficient of determination of test results ranges from zero to one. If the value is close to zero, the model’s ability to explain the variable is limited. Table 4. Determination Coefficient Test Result Model R R Square Adjusted R Square Std. Error of the Estimate 1 0.718a 0.515 .510 4.49371 Table 4 shows that the coefficient value approaches 1 at 0.718, meaning that the relationship between the independent and dependent variables is 71.8%. While the coefficient of determination 1 is 51.5%, meaning that the contribution of Islamic religiosity and perceived behavioral control to academic cheating is 51.5%, each contributed 11% to the Islamic religiosity variable and 40.5% to the perceived behavioral control variable. The remaining 48.5% comes from other variables not measured in this study. The partial t-test determines whether the independent variable affects the dependent variable. If the partial t-test yields a sig value less than 0.05, the independent variable significantly affects the dependent variable. Conversely, if the sig value exceeds 0.05, the independent variable does not affect the dependent variable. Table 5. Partial T-Test Results Variable B (Coefficient) Beta Sig Description Islamic Religiosity -0.048 -0.182 0.014 Accepted Perceived Behaviour Control -0.204 -0.573 0.000 Accepted In Table 5, the partial t-test indicates that the Islamic religiosity variable has a significant value of 0.014 (p <0.05) and 0.242. Therefore, Islamic religiosity partially harms academic fraud. Meanwhile, the significance value of the perceived behavioral control variable is 0.000 (p <0.05), and the value is -0.573. Kenia, Uyun, & Barry | Islamic Religiosity and Perceived Behavioral Control on Academic Cheating 39 International Journal of Islamic Educational Psychology, 4(1), 2023 There is a partially negative effect of the perceived behavioral control variable on academic cheating. The simultaneous f-test aims to determine whether or not there is a joint influence between the dependent and independent variables (Laksmidara & Nashori, 2022). The simultaneous f-test follows certain criteria. If the significant value of f is 0.05, then there is a significant relationship between the independent variable and the dependent variable. Conversely, if the significant value of f is > 0.05, the independent variable does not influence the dependent variable. The simultaneous F-test value can be determined by comparing it with the critical value from a statistical table. The table has a significance level of 0.05, with (k-1) and (n-k) representing the number of independent and dependent variables and the number of respondents, respectively. Table 6 Simultaneous F-Test Results Model Sum of Squares df Mean Square F Sig. Regression 4205.558 2 2102.779 104.132 0.000 Residual Total 3957.909 8163.467 196 198 20.193 Based on Table 6, the simultaneous f-test in this study has a significance value of 0.000 (p <0.05). Islamic religiosity and perceived behavioral control simultaneously influence student academic cheating. Based on the results of hypothesis testing, the partial t-test value states that there is a significant negative effect between Islamic religiosity and academic cheating in students. Thus, the first hypothesis is accepted. Meanwhile, the partial t-test conducted on perceived behavioral control and academic fraud states that perceived behavioral control significantly influences academic fraud. Thus, the second hypothesis is accepted. Furthermore, the f-test found that the results of Islamic religiosity and perceived behavioral control simultaneously influenced academic cheating. Thus, the third hypothesis is accepted. Discussion Figure 1 Hypothesis Result Conclusion Perceived Behavioral Control Academic Cheating Islamic Religiosity Dimensions of religiosity Glock and Stark (1966) Types of academic cheating Hendricks (2004) Control belief and Perceived power Negative correlations Experience Time Facility Situations Physical Interests Intelligence Kenia, Uyun, & Barry | Islamic Religiosity and Perceived Behavioral Control on Academic Cheating 40 International Journal of Islamic Educational Psychology, 4(1), 2023 Discussion According to research by several experts, Islamic religiosity has a significant negative impact on academic dishonesty. This study supports the theory and research results that Islamic religiosity affects academic fraud. Herdian & Mildaeni (2022), Hamdani et al. (2022), Ridwan & Diantimala (2021), as well as Oktaviyani, Sunawan, & Khairkhah (2022), and Djie & Ariela (2021), showed a negative relationship between Islamic religiosity and academic cheating. This study was conducted on university students (Herdian & Mildaeni, 2022; Hamdani et al., 2022; Ridwan & Diantimala, 2021; Djie & Ariela, 2021) and madrasah aliyah students (Oktaviyani et al., 2022). The results of this study and several studies above confirm the effect of Islamic religiosity on academic cheating. Herdian and Mildaeni (2022) found Islamic religiosity to be a variable that needs attention in dealing with academic cheating. Shafina et al. (2021) stated that religiosity is the level of a person’s belief in and appreciation of the religion he adheres to. It encourages him to behave and act according to daily religious teachings. Islam teaches to always be honest, as in Surah Al-Taubah verse 199, Allah SWT says: "O you who believe, fear Allah and be with those who are honest" (QS. Al-Taubah: 119). In Katsir (2003), the verse explains that it is recommended to be honest and remain honest because, indeed, those who do so honestly are among those who are saved from destruction. Allah will give luck to his servants in all affairs. Honesty is one of the critical values associated with one’s faith (Suud & Subandi, 2017). Therefore, religious values will certainly be held firmly by individuals with a high level of faith or religiosity (Cahyadi & Sujana, 2020). In education, honesty is an important principle because, no matter how big the opportunity to lie, it will certainly not be done without it (Ahyani et al., 2021). Therefore, students with a high level of Islamic religiosity will avoid committing academic fraud because they realize that religion teaches them to be honest and avoid cheating. In addition, this study found a negative influence between perceived behavioral control and academic fraud. The results of this study support the theory and research findings that perceived behavioral control is related to the intention to commit academic fraud. This study’s results align with research (Yusliza et al., 2020; Juan et al., 2022; Dewanti et al., 2020). Perceived behavioral control is a predictor of academic fraud. If the perceived behavioral control is high, the student’s desire to commit academic fraud will be low. In Planned Behavior Theory, Ajzen (1991), other predictors determine intention apart from perceived behavior control. However, they are not examined in this study, namely, attitude towards behavior and subjective norm; attitude towards behavior refers to individual assessments of both positive and negative attitudes towards behavior. The more individuals believe that a behavior has a positive impact, the more preferred the behavior is; in this case, individuals who perform Kenia, Uyun, & Barry | Islamic Religiosity and Perceived Behavioral Control on Academic Cheating 41 International Journal of Islamic Educational Psychology, 4(1), 2023 the same behavior are called behavioral beliefs. Selfira Salsabilla (2020) found that attitudes had a significant positive relationship with cheating intentions; similarly, Mustapha et al. (2016) and Harding et al. (2017) found that attitudes had a positive relationship with the intention to cheat. Students who believe their behavior positively impacts their personal goals tend to have stronger cheating intentions. Meanwhile, subjective norms refer to individual perceptions of the social pressure received when about to do or not do a behavior. A person’s perception of behavior is obtained from the norms that apply in society. Generally, students with good subjective norms always want to behave well; fulfilling this behavior is known as fulfilling normative beliefs. Previous research found a positive relationship between subjective norms and intentions (Meitriana et al., 2019; Fang et al., 2017). Perceived behavioral control is one factor in determining Behavior (Ajzen, 2020). Perceived behavioral control refers to an individual’s belief in supporting and inhibiting factors in demonstrating a behavior (Ajzen, 1991). When students perceive more supporting factors than inhibiting factors, their intention to commit academic fraud is stronger. Perceived behavioral control is the most prominent variable in influencing student academic fraud, as well as being a crucial variable to pay attention to. Based on the data that has been obtained, students believe and find it difficult to cheat because, based on their experience, they have witnessed a friend’s exam sheet being torn up by a lecturer. Besides that, the tendency of students to show behavior by looking at notes during the exam is determined by the lecturer; when the lecturer is careless or does not monitor the learning process, students’ confidence to look at notes becomes strong. The facilities provided by the campus also affect students’ desire to cheat; in this case, related to the Wi-Fi provided by the campus, students launch actions to open the internet during exams when the Wi-Fi network is smooth. Besides that, students’ beliefs about obstacles to academic fraud are also determined by time; it is difficult for students to exchange answers during exams because the time for collecting assignments given by lecturers is short. Apart from students’ control beliefs regarding the amount of support and perceived obstacles to cheating, the perceived power beliefs that students have also influenced students to show academic cheating behavior; based on research data, solid physicality influenced students to complete assignments independently; facilities owned by students regarding money also played an essential role for students to pay other people to do coursework; besides, the inability to manage time made students negligent in doing assignments, so that assignments piled up and they were forced to cheat on other students’ scientific work. According to the author, in the research process, there are several research weaknesses, including that when the research took place, the data was collected by online methods through the g-form scale, thus making researchers unable to Kenia, Uyun, & Barry | Islamic Religiosity and Perceived Behavioral Control on Academic Cheating 42 International Journal of Islamic Educational Psychology, 4(1), 2023 observe and see behavior directly. Besides that, technically, not all students immediately responded when receiving the g-form scale. CONCLUSION Islamic religiosity has an impact on academic cheating. Similarly, perceived behavioral control also has a negative influence on academic cheating. Furthermore, Islamic religiosity and perceived behavioral control influence the academic cheating of psychology students. The implications of this research are significant for optimizing students’ religiosity so as not to commit academic fraud. In addition, it is expected that future researchers can conduct the same research with different faculties. At the same time, lecturers are required to be able to give strict sanctions to students who cheat so that it can be used as a lesson for other students. Lecturers must be on time to end the exam so that students do not have the opportunity to exchange answers. Lecturers are required to monitor the exam process and ensure that it is free from academic fraud. Then, for policymakers, they can hopefully form an integrity zone unit or institution, which includes researching academic fraud. REFERENCES Abdillah, H. Z., Rahman, F., Husna, M., Sitinjak, C., Hidayah, N., & Mujidin, M. (2022). School well-being in terms of self-determination and patience in vocational high school students. International Journal of Islamic Educational Psychology, 3(1), 19-34. http://dx.doi.org/10.18196/ijiep.v3i1.14476 Katsir, I. (2003). Tafsir Ibnu Katsir (peneliti: Dr. Abdullah bin Muhammad bin Abdurrahman bin Ishaq Al-Sheikh; penterjemah: M. Abdul Ghofar EM), Bogor: Pustaka Imam Asy-Syafi'i. Billy, B., Andrianus, A., Yuliati, R., & Adelina, Y. E. (2019). Kecurangan akademik pada mahasiswa akuntansi berdasarkan perspektif Fraud Diamond. Ekspansi: Jurnal Ekonomi, Keuangan, Perbankan, dan Akuntansi, 11(2), 157-178. https://doi.org/10.35313/ekspansi.v11i2.1346 Ahyani, H., Abduloh, A. Y., & Tobroni, T. (2021). Prinsip-prinsip dasar manajemen pendidikan islam dalam Al-Qur’an. Jurnal Isema: Islamic Educational Management, 6(1), 37–46. https://doi.org/10.15575/isema.v6i1.10148 Ajzen, I. (1991). The Theory of Planned Behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211. https://doi.org/10.1016/0749- 5978(91)90020-T http://dx.doi.org/10.18196/ijiep.v3i1.14476 https://doi.org/10.35313/ekspansi.v11i2.1346 https://doi.org/10.15575/isema.v6i1.10148 https://doi.org/10.1016/0749-5978(91)90020-T https://doi.org/10.1016/0749-5978(91)90020-T Kenia, Uyun, & Barry | Islamic Religiosity and Perceived Behavioral Control on Academic Cheating 43 International Journal of Islamic Educational Psychology, 4(1), 2023 Ajzen, I. (2020). The theory of planned behavior : Frequently asked questions. Human Behavior & Emerging Technologies, 2(4), 314–324. https://doi.org/10.1002/hbe2.195 Aulia, F. (2017). Faktor-faktor yang terkait dengan kecurangan akademik pada mahasiswa. Jurnal RAP (Riset Aktual Psikologi Universitas Negeri Padang), 6(1), 23-32. https://doi.org/10.24036/rapun.v6i1.6647 Cahyadi, M. F., & Sujana, E. (2020). Pengaruh religiusitas, integritas, dan penegakan peraturan terhadap fraud pada pengelolaan keuangan desa. Jurnal Ilmiah Akuntansi Dan Humanika, 10(2), 136-145. https://doi.org/10.23887/jiah.v10i2.25919 Foster, D. W., Quist, M. C., Young, C. M., Bryan, J. L., Nguyen, M. L., & Neighbors, C. (2013). Benefit finding as a moderator of the relationship between spirituality/religiosity and drinking. Addictive behaviors, 38(11), 2647-2652. https://doi.org/10.1016/j.addbeh.2013.06.019 Dewanti, P. W., Purnama, I. A., & Siregar, M. (2020). NN., & Sukirno.(2020). Cheating Intention of Students Based on Theory of Planned Behavior. Jurnal Ilmiah Akuntansi dan Bisnis, 15(2), 268-279. https://doi.org/10.24843/JIAB.2020.v15.i02.p09 Djie, A., & Ariela, J. (2021). Religiusitas dan ketidakjujuran akademik pada mahasiswa kristen di universitas kristen di tangerang. Indonesian Journal for The Psychology of Religion, 1(1), 33-46. https://doi.org/10.24854/ijpr215 Fang, W. T., Ng, E., Wang, C. M., & Hsu, M. L. (2017). Normative beliefs, attitudes, and social norms: People reduce waste as an index of social relationships when spending leisure time. Sustainability, 9(10), 1696. https://doi.org/10.3390/su9101696 Glock, C. Y., & Stark, R. (1966). Religion and Society in Tension. Chicago: Rand McNally and Company. Retrieved from https://archive.org/details/religionsocietyi00gloc Hamdani, R., Siregar, D. I., Marpaung, A. P., Gonggo, R. A., & Sulistyanti, U. (2022). Investigating the students’ behavior towards the temptation to do academic misconduct in higher education: The moderation of religiosity. Journal of Contemporary Accounting, 4(1), 10–22. https://doi.org/10.20885/jca.vol4.iss1.art2 Hendricks, B. (2004). Academic dishonesty: a study in the magnitude of and justifications for academic dishonesty among college undergraduate and graduate students. Theses and Dissertations. 1160. https://rdw.rowan.edu/etd/1160 https://doi.org/10.1002/hbe2.195 https://doi.org/10.24036/rapun.v6i1.6647 https://doi.org/10.23887/jiah.v10i2.25919 https://doi.org/10.1016/j.addbeh.2013.06.019 https://doi.org/10.24843/JIAB.2020.v15.i02.p09 https://doi.org/10.24854/ijpr215 https://doi.org/10.3390/su9101696 https://archive.org/details/religionsocietyi00gloc https://doi.org/10.20885/jca.vol4.iss1.art2 https://rdw.rowan.edu/etd/1160 Kenia, Uyun, & Barry | Islamic Religiosity and Perceived Behavioral Control on Academic Cheating 44 International Journal of Islamic Educational Psychology, 4(1), 2023 Herdian, H. Herdian y Mildaeni/Cultura, Educación y Sociedad, vol. 13 no. 1, pp. 9-18, Enero-Junio, 2022 Academic dishonesty based on religiosity among Muslim students in Indonesia Deshonestidad académica basada en la religiosidad entre los estudiantes musulmanes en Indonesia. Islamic studies, 9, 6-338. http://dx.doi.org/10.17981/cultedusoc.13.1.2022.01 Juan, L. X., Tao, W. Y., Veloo, P. K., & Supramaniam, M. (2022). Using Extended TPB Models to Predict Dishonest Academic Behaviors of Undergraduates in a Chinese Public University. SAGE Open, 12(4), 21582440221140391. https://doi.org/10.1177/21582440221140391 Khotimah, S. K., Nadhirah, A., Fadhilah, F., & Herawati, N. (2022, January). The Effect of Religiosity and Self-Efficacy to Improve Students’ Literacy: A Study on Academic Cheating. In International Conference on Madrasah Reform 2021 (ICMR 2021) (pp. 331-339). Atlantis Press. https://doi.org/10.2991/assehr.k.220104.049 Laksmidara, M., & Nashori, F. (2022). The state of loneliness among migrating students: The effect of psychological well-being and religiosity. International Journal of Islamic Educational Psychology, 3(2), 172-187. http://dx.doi.org/10.18196/ijiep.v3i2.15613 Lambert, E. G., Hogan, N. L., & Barton, S. M. (2003). Collegiate academic dishonesty revisited: What have they done, how often have they done it, who does it, and why did they do it. Electronic journal of sociology, 7(4), 1-27. https://sociology.lightningpath.org/ejs- archives/vol7.4/lambert_etal.html Loppies, A. M. (2015). Hubungan Self-Regulated Learning dengan Kecurangan Akademik pada Mahasiswa Fakultas Teknologi Informasi Program Studi Teknik Informatika UKSW (Doctoral dissertation, Program Studi Psikologi FPSI- UKSW). Retrieved from http://repository.uksw.edu/handle/123456789/9092 Meitriana, M. A., Suwena, I. K. R., & Indrayani, L. (2019, January). The Influence of Fraud Triangle and Theory of Planned Behavior on Students Academic Fraud in Bali. In International Conference on Tourism, Economics, Accounting, Management, and Social Science (TEAMS 2018) (pp. 136-141). Atlantis Press. https://doi.org/10.2991/teams-18.2019.24 Monica, M., & Putra, A. S. (2021). Perancangan Dan Pengembangan Sistem Smart classroom Menggunakan Arduino. Jurnal Sisfotenika, 11(1), 80-90. https://media.neliti.com/media/publications/538866-design-and- development-of-arduino-based-0a8458e5.pdf http://dx.doi.org/10.17981/cultedusoc.13.1.2022.01 https://doi.org/10.1177/21582440221140391 https://doi.org/10.2991/assehr.k.220104.049 http://dx.doi.org/10.18196/ijiep.v3i2.15613 https://sociology.lightningpath.org/ejs-archives/vol7.4/lambert_etal.html https://sociology.lightningpath.org/ejs-archives/vol7.4/lambert_etal.html http://repository.uksw.edu/handle/123456789/9092 https://doi.org/10.2991/teams-18.2019.24 https://media.neliti.com/media/publications/538866-design-and-development-of-arduino-based-0a8458e5.pdf https://media.neliti.com/media/publications/538866-design-and-development-of-arduino-based-0a8458e5.pdf Kenia, Uyun, & Barry | Islamic Religiosity and Perceived Behavioral Control on Academic Cheating 45 International Journal of Islamic Educational Psychology, 4(1), 2023 Miranda, C. A., & Uyun, M. (2023). Impact academic pressure and academic ability against academic cheating dampak tekanan akademik dan kemampuan akademik terhadap kecurangan akademik. Psikoborneo, 11(1), 117-123. http://dx.doi.org/10.30872/psikoborneo.v11i1 Mustapha, R., Hussin, Z., Siraj, S., & Darusalam, G. (2016). Does Islamic religiosity influence the cheating intention among Malaysian Muslim students? A modified theory of planned behavior. International Journal of Academic Research in Business and Social Sciences, 6(12), 389-406. https://ideas.repec.org/a/hur/ijarbs/v6y2016i12p389-406.html Novianti, N. (2022). Integrity, religiosity, gender: Factors preventing on academic fraud. Asia Pacific Fraud Journal, 6(2), 321-331. https://doi.org/10.21532/apfjournal.v6i2.234 Nursalam, N., Bani, S., & Munirah, M. (2013). Bentuk kecurangan akademik (academic cheating) mahasiswa PGMI fakultas tarbiyah dan keguruan Uin Alauddin Makassar. Lentera Pendidikan: Jurnal Ilmu Tarbiyah Dan Keguruan, 16(2), 127-138. https://doi.org/10.24252/lp.2013v16n2a1 Oktaviyani, D., Sunawan, S., & Khairkhah, K. (2022). The Prediction of Religiosity on Students’ Academic Dishonesty. Jurnal Pendidikan Agama Islam, 19(1), 81- 92. https://doi.org/10.14421/jpai.2022.191-07 Saputra, D. P. H., Pandu, M., & Novitasari, A. (2021, December). Analisis deskriptif terhadap kecurangan akademik pada mahasiswa. In Prosiding Seminar Nasional Unimus (Vol. 4). https://prosiding.unimus.ac.id/index.php/semnas/article/download/8 36/845 Prawira, I. D. M. S., & Irianto, G. (2018). Analisis pengaruh dimensi fraud diamond terhadap perilaku kecurangan akademik mahasiswa (studi kasus pada mahasiswa S1 jurusan akuntansi perguruan tinggi negeri kota malang). Jurnal Ilmiah Mahasiswa FEB Universitas Brawijaya, 3(2), 1689–1699. Retrieved from https://jimfeb.ub.ac.id/index.php/jimfeb/article/view/2173 Tiwi, P. P. (2020). Analisis perilaku koruptif mahasiswa di sekolah bisnis: demografi dan orientasi etik. Akuntansi Dewantara, 4(1), 33–47. https://doi.org/10.26460/ad.v4i1.5348 Rahmawati, H. K. (2016). Kegiatan religiusitas masyarakat marginal di Argopuro. Community Development, 1(2), 35-52. http://journal.iainkudus.ac.id/index.php/comdev/article/viewFile/258 4/2005 http://dx.doi.org/10.30872/psikoborneo.v11i1 https://ideas.repec.org/a/hur/ijarbs/v6y2016i12p389-406.html https://doi.org/10.21532/apfjournal.v6i2.234 https://doi.org/10.24252/lp.2013v16n2a1 https://doi.org/10.14421/jpai.2022.191-07 https://prosiding.unimus.ac.id/index.php/semnas/article/download/836/845 https://prosiding.unimus.ac.id/index.php/semnas/article/download/836/845 https://jimfeb.ub.ac.id/index.php/jimfeb/article/view/2173 https://doi.org/10.26460/ad.v4i1.5348 http://journal.iainkudus.ac.id/index.php/comdev/article/viewFile/2584/2005 http://journal.iainkudus.ac.id/index.php/comdev/article/viewFile/2584/2005 Kenia, Uyun, & Barry | Islamic Religiosity and Perceived Behavioral Control on Academic Cheating 46 International Journal of Islamic Educational Psychology, 4(1), 2023 Ridwan, R., & Diantimala, Y. (2021). The positive role of religiosity in dealing with academic dishonesty. Cogent Business and Management, 8(1), 1–29. https://doi.org/10.1080/23311975.2021.1875541 Rismayani, R., & Merdeka, P. H. (2023). Gerakan taman baca dari mahasiswa untuk desa. Journal of Community Service (JCOS), 1(1), 7-13. https://doi.org/10.56855/jcos.v1i1.127 Harding, T. S., Mayhew, M. J., Finelli, C. J., & Carpenter, D. D. (2007). The theory of planned behavior as a model of academic dishonesty in engineering and humanities undergraduates. Ethics & Behavior, 17(3), 255-279. https://doi.org/10.1080/10508420701519239 Saifuddin, A. (2020). Penyusunan skala psikologi. Jakarta Timur: Kencana. Sarumpaet, S. (2022). Studi Perilaku Ketidakjujuran Akademik Mahasiswa Akuntansi Era Pandemi Covid19 Di Bandar Lampung. Jurnal Akuntansi dan Keuangan, 27(2), 151-163. https://doi.org/10.23960/jak.v27i2.598 Salsabilla, S. (2020). Islamic religiosity dan kecurangan akademik mahasiswa akuntansi. Akurasi: Journal of Accounting and Finance Studies, 3(2), 81-94. https://doi.org/10.29303/akurasi.v3i2.38 Shafina, E., Mardi, M., & Fauzi, A. (2021). The effect of pressure, rationalization, religiosity on academic fraud behavior. International Journal of Economics, Business and Accounting Research (IJEBAR), 5(2). Retrieved from https://jurnal.stie-aas.ac.id/index.php/IJEBAR/article/view/2409 Shodiq, M. F., & Rosmida, R. (2022). Faktor-Faktor yang Mempengaruhi Niat Mahasiswa untuk Melakukan Pengungkapan Kecurangan (Studi Empiris Pada Mahasiswa Program Studi D-IV Akuntansi Keuangan Publik Angkatan Tahun 2017-2019). Jurnal IAKP: Jurnal Inovasi Akuntansi Keuangan & Perpajakan, 3(1, Juni), 92-100. Retrieved from http://ejournal.polbeng.ac.id/index.php/iakp/article/view/2466 Sugiyono. (2019). Metode Penelitian Kuantitatif (2nd ed.; Setiyawami, Ed.). Bandung: ALFABETA. Suud, F. M., & Subandi. (2017). Kejujuran dalam Perspektif Psikologi Islam: Kajian Konsep dan Empiris. Jurnal Psikologi Islam, 4(2), 121–134. Retrieved from http://jpi.api-himpsi.org/index.php/jpi/article/view/44 Undang-Undang RI No. 20 Tahun 2003, Sistem Pendidikan Nasional Pasal 3. Uyun, M. (2018). Orientasi tujuan dan efikasi akademik terhadap kecurangan akademik pada mahasiswa fakultas psikologi UIN Raden Fatah https://doi.org/10.1080/23311975.2021.1875541 https://doi.org/10.56855/jcos.v1i1.127 https://doi.org/10.1080/10508420701519239 https://doi.org/10.23960/jak.v27i2.598 https://doi.org/10.29303/akurasi.v3i2.38 https://jurnal.stie-aas.ac.id/index.php/IJEBAR/article/view/2409 http://ejournal.polbeng.ac.id/index.php/iakp/article/view/2466 http://jpi.api-himpsi.org/index.php/jpi/article/view/44 Kenia, Uyun, & Barry | Islamic Religiosity and Perceived Behavioral Control on Academic Cheating 47 International Journal of Islamic Educational Psychology, 4(1), 2023 Palembang. Psikis: Jurnal Psikologi Islami, 4(1), 45-51. https://doi.org/10.19109/psikis.v4i1.1938 Uyun, M. (2022). Pengantar metode penelitian kuantitatif. Yogyakarta: Deepublish Yusliza, M. Y., Fawehinmi, O., Hazimah, N., Mat, N., & Mohamed, M. (2022). Exploring The Intention To Cheat Among Undergraduate Students Through The Lens Of The Theory Of Planned Behaviour. International Journal of Business and Society, 23(2), 1042–1065. https://doi.org/https://doi.org/10.33736/ijbs.4857.2022 Yusliza, M. Y., Fawehinmi, O., Mat, N. H. N., & Mohamed, M. (2022). Exploring the Intention to Cheat Among Undergraduate Students through the Lens of the Theory of Planned Behaviour. International Journal of Business and Society, 23(2), 1042-1065. https://doi.org/10.5267/j.msl.2020.7.035 Zannah, I. N., & Hariyanto, W. (2023). The effect of information technology misuse, learning motivation and level of religiosity on academic fraud behavior of accounting students as prospective accountants (studies at islamic-based and national private universities). Indonesian Journal of Islamic Studies, 11, 10-21070. Retrieved from https://ijis.umsida.ac.id/index.php/ijis/article/view/1657/1939 https://doi.org/10.19109/psikis.v4i1.1938 https://doi.org/10.5267/j.msl.2020.7.035 https://ijis.umsida.ac.id/index.php/ijis/article/view/1657/1939