Hubungan Mastery Orientation dan Moral Disengagement dengan Integritas Akademik Mahasiswa di Jawa Timur

Penelitian ini bertujuan menguji hubungan antara Mastery Orientation dan Moral Disengagement dengan integritas akademik mahasiswa di Jawa Timur. Pendekatan kuantitatif dengan analisis regresi linear berganda digunakan pada 314 mahasiswa dari 38 daerah/kota di Jawa Timur yang dipilih melalui purposive sampling. Pengumpulan data menggunakan tiga skala Likert dengan reliabilitas tinggi (α = 0,943; 0,956; dan 0,932).

Hasil penelitian menunjukkan bahwa: Mastery Orientation berhubungan signifikan dengan integritas akademik namun dengan arah yang berlawanan dari hipotesis (β = −0,380; p < 0,001), sehingga H1 ditolak; Moral Disengagement berhubungan negatif dan signifikan dengan integritas akademik (β = −0,470; p < 0,001), sehingga H2 diterima; dan secara simultan kedua variabel berhubungan signifikan dengan integritas akademik (F = 82,050; p < 0,001; R² = 0,345), sehingga H3 diterima. Moral Disengagement terbukti sebagai prediktor yang lebih dominan. Temuan ini diharapkan menjadi dasar bagi perguruan tinggi dalam merancang intervensi penguatan integritas akademik mahasiswa.

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This study aimed to examine the relationship between Mastery Orientation and Moral Disengagement with academic integrity among university students in East Java. A quantitative approach using multiple linear regression was applied to 314 students from 38 districts/cities in East Java, selected through purposive sampling. Data were collected using three Likert scales with high reliability (α = .943; .956; and .932).
The findings revealed that: Mastery Orientation was significantly related to academic integrity but in the opposite direction to the hypothesis (β = −.380; p < .001), thus H1 was rejected; Moral Disengagement had a significant negative relationship with academic integrity (β = −.470; p < .001), supporting H2; both variables simultaneously predicted academic integrity significantly (F = 82.050; p < .001; R² = .345), supporting H3. Moral Disengagement emerged as the stronger predictor. These findings are expected to inform the development of institutional interventions to strengthen academic integrity among university students.