Education, Sustainability & Society (ESS) 4(2) (2021) 62-65 Quick Response Code Access this article online Website: www.educationsustability.com DOI: 10.26480/ss.02.2021.62.65 Cite the Article: Herdian, Safinatun Nazah Zamal (2021). Is Academic Dishonesty Related To Academic Procrastination in Student College?. Education, Sustainability & Society, 4(2): 62-65. ISSN: 2617-9415 (Online) CODEN: ESSDAX RESEARCH ARTICLE Education, Sustainability & Society (ESS) DOI: http://doi.org/10.26480/ess.02.2021.62.65 IS ACADEMIC DISHONESTY RELATED TO ACADEMIC PROCRASTINATION IN STUDENT COLLEGE? Herdian a , Safinatun Nazah Zamal b a Faculty of Psychology, Universitas Muhammadiyah Purwokerto b Jl. KH. Ahmad Dahlan, PO Box 202, Purwokerto, Central Java, Indonesia 53182 *Corresponding Author Email: herdian @ump.ac.id This is an open access article distributed under the Creative Commons Attribution License CC BY 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ARTICLE DETAILS ABSTRACT Article History: Received 25 June 2021 Accepted 29 July 2021 Available online 24 August 2021 This study aims to determine the effect of academic procrastination on academic dishonesty in teaching and education faculties students in Indonesia. Respondents in this study were 260 students (N=260). The data collection method used the procrastination assessment scales-student (α = 0.88) and dishonesty academic scale (α = 0.93). Data analysis in this quantitative study uses Simple Linear Regression. The results of the analysis show that academic dishonesty affects student procrastination. F value = 53.078 with a significant level of 0.000 <0.05, it can be said that H0 is rejected and Ha is accepted, so that it can be said that H0 is rejected and Ha is accepted. From the output of Rsquare = 0.175, this value means that the effect of academic procrastination (x) on academic dishonesty (y) is 17.5%. In comparison, 82.5% of academic dishonesty is influenced by other variables that do not positively impact increasing academic procrastination carried out by a student. It will affect the increase in academic dishonesty in the student. So it can be said that there is a positive and significant influence between academic procrastination and academic dishonesty on students of the faculty of teaching and educational sciences at University X Purwokerto. KEYWORDS Academic Dishonesty, Academic Procrastination, Student College. 1. INTRODUCTION Based on statistical data from the Higher Education Database of the Ministry of Research, Technology and Higher Education, it is stated that the faculty of teaching and educational sciences is the most prominent faculty with 6,127 faculties throughout Indonesia. The number of active students as of June 2021 registered is 1,371,105 students (PPDIKTI Kemdikbud, June 4, 2021). Students who are educated at the faculty of teaching and educational sciences in the future are expected to become educators, where an educator must fulfill professional competence to become an educator. Becoming a teacher cannot be done by untrained and unprepared people (Sulfemi, 2019). As attached to the Law of the Republic of Indonesia Number 14 of 2005 concerning Teachers and Lecturers, Article 10 paragraphs 1, 4 states: "kompetensi yang harus dikuasai oleh calon pendidik meliputi kompetensi pedagogik, kompetensi kepribadian, kompetensi sosial, dan kompetensi profesional. diperoleh melalui pendidikan tinggi" (Undang-Undang Republik Indonesia Nomor 14 Tahun 2005 tentang Guru dan Dosen, 2006). Personal competence is an individual ability that reflects a steady, stable, mature, wise, and authoritative personality that becomes an example for students who have good character and has noble character (Sulfemi, 2019). The reason educators must show good character because an educator is a frontline in the formation of superior human resources, and educators have an irreplaceable role in character building in the academic field (Maryono, 2016). Therefore, qualified educators are expected to be able to become examples of good character. One of the good characters that are part of personality competence is honesty. Students who will become educators must have honesty in themselves because before teaching honesty to their students, educators must also have good character in themselves (Dewanti, 2011). Applying academic honesty in the educational environment by prospective educators should have been used since students who become future educators should take higher education. If the honest character of prospective educators is not realized, it can be considered as not meeting the competency standards of graduates and competencies as teachers or future educators. Based on research by Herdian & Lestari, in the PAUD teacher education study program in Indonesia, it was found that dishonesty often occurs in the academic field, including asking others to do thesis and dishonesty during exams such as cheating (Herdian and Lestari, 2018). Dishonesty among student educators will have implications for teacher behavior in the future. In practice, prospective educators or teachers must have the courage to reject academic dishonesty and dare to report it if dishonesty is found (Yendrawati and Akbar, 2019). Because teachers who cheat in testing may lack integrity in their duties to disseminate knowledge, exercise autonomy and fairness in classroom settings, and conduct assessments (Saidin and Isa, 2013). Students may be aware of ongoing dishonest behavior by their friends because they are used to the behavior. In the end, unethical behavior may appear normative to them and become part of their values (Siev and Kliger, 2019). As a result, they do not perceive dishonest behavior as behavior to be avoided, and no mechanism will direct their awareness in the opposite direction of honesty (Lovrić et al., 2020).