FINAL-YEAR STUDENTS' PERCEPTIONS OF DUPLICHECKER AS A TOOL FOR SUPPORTING ACADEMIC INTEGRITY IN SKRIPSI WRITING

Aisyah, Putri Nafisatul (2026) FINAL-YEAR STUDENTS' PERCEPTIONS OF DUPLICHECKER AS A TOOL FOR SUPPORTING ACADEMIC INTEGRITY IN SKRIPSI WRITING. Diploma thesis, IKIP PGRI BOJONEGORO.

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Abstract

Aisyah, P. N. (2026). Final-Year Students' Perceptions of Duplichecker as a Tool for Supporting Academic Integrity in Skripsi Writing, Skripsi, English Education Department, Faculty of Languages and Arts Education, IKIP PGRI Bojonegoro, Advisor (I) Dr. Ima Isnaini Taufiqur Rohmah, S.Pd., M.Pd., (II) Fitri Nurdianingsih, S.Pd., M.Pd. Keywords: Academic Integrity, Final-Year Student, Skripsi, Duplichecker. This study is backgrounded by the high risk of plagiarism resulting from easy access to digital sources during skripsi preparation, which requires final-year education students to uphold academic integrity through self-monitoring tools such as Duplichecker. This study aims to explore final-year education students' perceptions of the role of Duplichecker in supporting academic integrity during the skripsi writing process. A descriptive qualitative research design was employed, involving ten final-year students across three education study programs at IKIP PGRI Bojonegoro, where data were collected through open-ended questionnaires via Google Forms, validated by comparing the results with relevant previous studies, and analyzed using thematic analysis techniques. The findings indicate that Duplichecker significantly fosters students' critical awareness regarding work originality, citation discipline, and independent paraphrasing skills; although similarity scores initially triggered psychological anxiety, students realized that true academic integrity lies in a deep understanding of the material and an honest writing process rather than merely manipulating numerical scores. This study concludes that Duplichecker functions not merely as an administrative checking tool, but as a pedagogical learning medium grounded in self-regulated learning that reinforces the scientific accountability and ethical maturity of prospective educators.

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