Academy of Education Journal
Vol. 17, No. 1, January 2026, Page: 175-183
ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)
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Fajar Aminullah (Students’ Needs Analysis for Practical....)
Students’ Needs Analysis for Practical Anti-Plagiarism
Guidelines in Polytechnic Higher Education
Fajar Aminullah
Jl. Jenderal Ahmad Yani, Bansir Laut, Kecamatan Pontianak Tenggara, Kota Pontianak, Provinsi Kalimantan
Barat, Kode Pos 78124, Indonesia
INFO ARTIKEL
ABSTRAK
Sejarah Artikel:
Diterima: 18 Oktober 2025
Direvisi: 27 Desember 2025
Disetujui: 19 Januari 2026
Tersedia Daring: 9 Maret 2026
Integritas akademik telah menjadi isu yang sangat penting dalam dunia
pendidikan tinggi belakangan ini seiring dengan tingginya penggunaan
teknologi Generative AI dalam penulisan akademik. Penelitian ini bertujuan
untuk menganalisis kebutuhan mahasiswa terkait pencegahan plagiarisme
melalui penyusunan panduan praktis antiplagiarisme di lingkungan
Pendidikan Tinggi Vokasi. Penelitian ini menerapkan desain penelitian
survei deskriptif dengan melibatkan 80 mahasiswa yang berasal dari empat
program studi yang ada di Jurusan Administrasi Bisnis Politeknik Negeri
Pontianak. Data diperoleh melalui kuesioner terstruktur yang mengukur
kesadaran plagiarisme, praktik penulisan akademik, literasi digital, literasi
penggunaan reference manager, serta kebutuhan akan dukungan
institusional. Hasil penelitian ini menunjukkan bahwa mahasiswa sudah
memiliki pemahaman konseptual yang cukup baik mengenai plagiarisme,
namun masih mengalami kesulitan dalam praktiknya karena minimnya
informasi atau sarana untuk mempelajari kemampuan penulisan akademik.
Penelitian ini menemukan adanya kesenjangan antara kedua aspek tersebut
sehingga menunjukkan kebutuhan kuat akan adanya panduan
antiplagiarisme yang praktis dan mudah diakses.
Kata Kunci:
Integritas Akademik
Anti-plagiarisme
Analisis Kebutuhan
Pendidikan Tinggi Vokasi
ABSTRACT
Keywords:
Academic Integrity
Anti-plagiarism
Needs Analysis
Vocational Higher Education
Academic integrity has become a very important issue in higher education
recently, along with the high use of Generative AI technology in academic
writing. This study aims to analyze students' needs for plagiarism prevention
through practical anti-plagiarism guidelines in the Vocational Higher
Education environment. This study applied a descriptive survey research
design involving 80 students from four study programs in the Business
Administration Department of the Pontianak State Polytechnic. Data were
obtained through a structured questionnaire that assessed awareness of
plagiarism, academic writing practices, digital literacy, use of reference
managers, and the need for institutional support. The results of this study
indicate that students already have a fairly good conceptual understanding of
plagiarism, but still face difficulties in practice due to a lack of information or
facilities for learning academic writing skills. This study found a gap between
these two aspects, indicating a strong need for practical and easily accessible
anti-plagiarism guidelines.
©2026, Fajar Aminullah
This is an open access article under CC BY-SA license
1. Introduction
Academic integrity is a fundamental principle in higher education that guarantees the
authenticity of scientific work and the credibility of the learning process. In recent decades, the
issue of plagiarism has become a serious concern across higher education institutions,
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Vol. 17, No. 1, January 2026, Page: 175-183
ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)
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Fajar Aminullah (Students’ Needs Analysis for Practical....)
especially with the increasing availability of information sources and the development of
Generative AI-based writing technologies. Several studies have shown that plagiarism is no
longer understood solely as an ethical violation by individuals, but also as a pedagogical
phenomenon closely related to student academic literacy and the learning system in
institutions (Hasiara & Rahman, 2022; Silalahi et al., 2024). In the context of higher education
in Indonesia, plagiarism remains a recurring problem in both written academic assignments
and student research papers. Research conducted by Tangkelangi et al. (2021) shows that
students generally understand the basic definition of plagiarism, but still have difficulty
recognizing more complex practices of plagiarism, such as paraphrasing without attribution,
self-plagiarism, and the inappropriate use of citations. This condition shows that conceptual
understanding is not always followed by adequate academic practice skills.
A number of other studies also confirm that plagiarism often occurs not because of the
intention to commit academic misconduct, but rather as a result of limited scientific writing
skills, low literacy in references, and a lack of systematic academic guidance (Harahap D. M.
et al., 2024; Harahap H. F. et al., 2025; Lubis et al., 2024). Students often face difficulties in
paraphrasing, integrating quotations into academic texts, and compiling bibliographies
consistently, resulting in frequent instances of unintentional plagiarism. The digital
transformation in higher education has further complicated the issue of maintaining academic
integrity. The availability of extensive online resources does make it easier for students to
obtain information instantly, but it also increases the practice of copy-pasting and reproducing
text without critical processing (Bui & Nguyen, 2023; Rodrigues et al., 2023). In addition, the
emergence of Generative AI technology has also presented new challenges in the world of
scientific writing. AI can indeed assist in academic language composition, but it also has the
potential to produce highly similar texts and invalid references if used without adequate ethical
understanding (Huang et al., 2025; Yousaf, 2025).
From a pedagogical perspective, plagiarism can be understood as part of the learning
process of academic integrity. A number of studies confirm that plagiarism often occurs due to
limited academic skills, not solely because of the intention to cheat (Hasiara & Rahman, 2022;
Silalahi et al., 2024). Recent studies even indicate a gap between students' awareness of
academic rules regarding plagiarism and their ability to practice scientific writing (Harahap H.
F. et al., 2025; Lubis et al., 2024). Students tend to understand the rules conceptually, but lack
operational skills in areas such as paraphrasing techniques, integrating quotations, and
managing references. The development of the digital learning environment continues to
demand the strengthening of digital academic literacy among its participants, namely students
and lecturers, including literacy in the use of reference managers and the responsible use of
Generative AI technology (Sharizan et al., 2025). However, several studies show that an
approach based solely on plagiarism detection is not yet effective enough in building long-
term academic integrity (Sukaemi et al., 2025; Sundoro et al., 2025). Preventive efforts
through training, academic mentoring, and the provision of practical guidelines have shown a
more significant impact in improving the quality of students' academic practices (Sujianti &
Sunariyanti, 2024).
Several other studies have also emphasized the importance of the role of institutions in
providing clear and accessible academic guidelines. Practical guidelines explaining
paraphrasing techniques, citation rules, the use of digital tools, and the limitations of AI
technology have been shown to help students understand academic standards in an operational,
rather than just normative, way (Putri & Aisyah, 2025; Raihana et al., 2023). Thus, plagiarism
prevention should be viewed as a process of learning academic integrity based on student
needs.
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Although studies on academic plagiarism have been conducted extensively, most research
still focuses on student perceptions, plagiarism rates, or institutional policy evaluations.
Studies that specifically analyze student needs as a basis for developing institutional
interventions are still limited, especially in the context of vocational higher education. The
characteristics of vocational learning, which emphasize practical reports, applied projects, and
the production of professional documents, make the need for academic writing support
different from that of general academic education.
Therefore, this study aims to analyze students' needs related to plagiarism prevention
through the development of practical anti-plagiarism guidelines in the Vocational Higher
Education environment. This study seeks to answer the following questions:
1. What is the current level of students’ plagiarism awareness and academic writing
practices in the Vocational Higher Education?
2. What difficulties do students experience in avoiding plagiarism when writing academic
assignments?
3. How do students utilize digital academic tools, including AI technologies and reference
managers, in their writing practices?
4. What types of institutional support do students need to effectively prevent plagiarism?
This study contributes to shifting the focus of plagiarism research from a detection
approach to a needs-based academic integrity development approach, namely the development
of preventive policies based on the real needs of students. The results of this study are
expected to provide an empirical basis for the development of practical anti-plagiarism
guidelines that are relevant to the challenges of digital learning and the use of Generative AI in
vocational higher education environments.
2. Method
This study uses a quantitative approach with a cross-sectional descriptive survey design
that aims to identify the actual conditions, perceptions, and needs of students regarding
plagiarism prevention in vocational higher education. This descriptive study serves to describe
educational phenomena systematically without manipulating research variables (Best & Kahn,
2006). The survey method was chosen because it allows researchers to collect data from a
number of respondents in a relatively short period of time to obtain an overview of students'
attitudes, experiences, and learning needs (Creswell & Creswell, 2018). The participants in
this study were students from four study programs in the Business Administration Department
of the Pontianak State Polytechnic. Sampling for this study used convenience sampling, in
which respondents voluntarily participated by completing online questionnaires. This
technique is commonly used in higher education survey research that emphasizes conscious
participation and research ethics towards human subjects (Fraenkel et al., 2012).
The data in this study were obtained using a structured questionnaire developed based on
a synthesis of the literature on academic integrity and student plagiarism. The questionnaire
consisted of several main constructs: Awareness of plagiarism, including understanding the
definition and practice of plagiarism; Academic writing practices, including paraphrasing,
citation, and use of references; AI Literacy; Digital academic literacy, particularly the use of
reference managers; The need for institutional support, related to anti-plagiarism training and
guidance; and Open-ended questions, to explore students' experiences and difficulties
qualitatively. The closed-ended items used a five-point Likert scale to measure the
respondents' level of agreement. The use of the Likert scale is recommended in educational
survey research because it effectively quantifies respondents' attitudes, perceptions, and
opinions (Best & Kahn, 2006; Cohen et al., 2005). Lastly, the open-ended questions were
added to gain qualitative insights to enrich the interpretation of the research results.
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The quantitative data obtained were then analyzed using descriptive statistics, including
mean values, frequency distributions, response percentages, and interpretation of data trends to
identify general patterns of student responses (Best & Kahn, 2006). Meanwhile, open-ended
question response data were analyzed using thematic analysis to identify recurring themes that
reflect student experiences and needs (Braun & Clarke, 2006). A combination of descriptive
statistics and thematic analysis was used to produce a comprehensive picture of student needs
in plagiarism prevention. The construct validity of the instrument was tested using corrected
item–total correlation analysis, whereby items were deemed valid if they had a corrected item–
total correlation value ≥ 0.30 (Hajjar, 2018). The construct validity test results indicate that all
items have correlations above 0.30, so all questions are considered valid. The reliability of the
instrument was tested using Cronbach's Alpha, where a Cronbach's Alpha value ≥ 0.70
indicates an acceptable level of internal consistency (Subhaktiyasa, 2024). The reliability test
results indicate that all constructs exhibit good internal consistency, with Cronbach's Alpha
values above the minimum threshold of 0.70.
3. Result and Discussion
Results
After the survey questionnaire was distributed, there were 80 respondents who voluntarily
filled out the questionnaire. The participants were from semesters 2, 4, and 6, representing a
variety of academic experiences in writing papers, practice reports, and scientific reports.
Based on the survey results, data were obtained as shown in Table 1. The interpretation of
mean scores follows the Likert scale interval classification, where values of 1.00–1.80 indicate
very low, 1.81–2.60 low, 2.61–3.40 moderate, 3.41–4.20 high, and 4.21–5.00 very high.
Table 1. Descriptive Statistics of Closed-Ended Questionnaire Results
Construct
N
Minimum
Maximum
Mean
Std. Dev
Category
Awareness
80
1.00
5.00
3.67
.70553
High
Writing
Practice
80
2.25
5.00
3.71
.69633
High
AI Literacy
80
2.67
5.00
4.24
.60050
Very High
Reference
Manager
Literacy
80
1.00
5.00
3.21
.82397
Moderate
Institutional
Support
80
3.00
5.00
4.24
.57630
Very High
The data in Table 1 show students' level of understanding and needs regarding each
research construct. The construct of students' awareness of plagiarism is in the high category
(M = 3.67), indicating that most students understand the basic concepts of academic integrity.
The academic writing practice construct is also in the high category (M = 3.71), although
there are still variations in students' academic experiences as shown in the open-ended
questions. The AI literacy construct obtained the highest mean score (M = 4.24) and is in the
very high category. These findings indicate that students are familiar with the use of
Generative AI in academic activities. However, reference manager literacy had the lowest
average score (M = 3.21) and fell into the moderate category. This indicates that the use of
reference management tools is not yet a common practice among students. The institutional
support needs construct also obtained a very high score (M = 4.24), indicating that students
have a strong need for practical guidance, academic training, and institutional policies to
prevent plagiarism.
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ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)
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Based on a comparison of the results between constructs, this study identified three main
findings. First, students already have a high level of awareness of plagiarism and AI literacy.
Second, the use of reference managers remains at a moderate level, indicating a gap in
academic literacy skills. Third, the need for institutional support received the highest score,
indicating that students need practical guidance and structured training to support ethical
scientific writing practices. These findings reveal a gap between students' readiness to use
digital technology and the availability of institutional academic support, which informs
recommendations for developing practical anti-plagiarism guidelines. Furthermore, a thematic
analysis of responses to open-ended questions was conducted to identify the difficulties
students face in writing and their expectations regarding anti-plagiarism guidelines. Data on
the themes of students' difficulties with academic writing are presented in Table 2.
Table 2. Themes of Student Difficulties in Academic Writing
Theme
Description
Difficulty of Finding References
Students have difficulty finding relevant and
reliable scientific sources
Difficulty with Citations and
Bibliographies
Confusion about how to properly format
citations and reference lists
Paraphrasing and the Risk of
Plagiarism
Students worry about plagiarism when citing
sources
Integration of Academic Technology
Students are not yet accustomed to using
reference managers or academic tools
Student responses indicate that the main difficulties they face in writing scientific papers
are related to finding references and compiling citations correctly. Many respondents stated
that finding appropriate scientific sources and matching quotations with the bibliography were
their main challenges. In addition, students also expressed concerns about the risk of
plagiarism due to their limited paraphrasing skills and lack of experience in using academic
support tools. Student verbatim responses regarding their difficulties in academic writing are
extracted in (1), (2), (3), and (4).
(1) “kesulitannya pada saat ingin mencari sumber referensi dan memasukkannya
ke dalam makalah tanpa plagiarisme.” (R3)
(2) “Menulis serta mencantumkan sumber, masih kurang paham caranya dan batas-
batas nya, daftar pustaka juga masih kurang paham.” (R28)
(3) “saya kesulitan mencari sumber untuk penulisan sebuah makalah, dan juga
lumayan bingung untuk mem parafrase kata kata dari sumber tersebut agar
tidak terjadi plagiarsisme.” (R13)
(4) “Menyelaraskan kutipan di dalam teks dengan daftar pustaka secara manual
adalah mimpi buruk. Salah satu titik koma atau tahun saja bisa merusak
kredibilitas akademis. Itulah sebabnya alat bantu seperti Mendeley atau Zotero
sangat krusial.” (R5)
Table 3. Themes of Students' Expectations Regarding Anti-Plagiarism Guidelines
Theme
Description
Practical Writing Guide
Students want practical steps to avoid plagiarism
AI Usage Guide
Students need ethical guidelines for AI usage
Concrete Citation Examples
Students want direct examples in the guide
Institutional Academic Support
Hope for easily accessible official departmental
guidelines
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Analysis of student responses shows a strong need for practical anti-plagiarism guidelines.
Students expect guidelines that not only explain the definition of plagiarism, but also provide
concrete examples of citation, paraphrasing techniques, and ethical limits on the use of AI
technology in academic activities. These findings reinforce the results of quantitative analysis,
which show a high need for institutional support for students. Student responses regarding
their expectations for the Anti-Plagiarism guidelines are shown in (5), (6), (7), and (8).
(5) “Harapan saya untuk panduan anti plagiarisme mahasiswa ini semoga bisa
memberikan penjelasan yang jelas dan mudah dipahami tentang apa itu
plagiarisme, karna panduan ini sangat membantu untuk menghindari kesalahan
dan meningkatkan kejujuran akademik.” (R19)
(6) “Yg saya harapkan adalah agar mahasiswa bisa tau batas plagiarisme apa lagi di
dalam penggunaan AI yang tidak di cari tau dulu kebenaran jawaban tersebut
(Sumbernya tidak ada).” (R7)
(7) “Cara Parafrase yang Gampang, Tutorial Sitasi yang Jelas, Contoh Kasus yang
Nyata.” (R76)
(8) “Saya berharap bisa memahami panduan tersebut dan membuat makalah secara
baik dan benar.” (R62)
These qualitative findings confirm the descriptive statistical results showing that the need
for institutional support is very high.
Discussions
The Gap Between Awareness and Academic Practice
This study aims to analyze students' needs regarding plagiarism prevention as a basis for
developing practical anti-plagiarism guidelines in vocational higher education. The results of this
study indicate that students' awareness of plagiarism is high. Students understand the definition
of plagiarism, recognize copy-paste practices as academic violations, and are aware of the
importance of paraphrasing and citation in scientific writing. However, academic writing
practices are not fully in line with this level of awareness. These findings indicate an awareness–
practice gap, a condition where students' conceptual understanding is not fully translated into
consistent academic practice. This phenomenon is in line with the research by Tangkelangi et al.
(2021), which found that students often understand plagiarism theoretically but still experience
difficulties in the technical implementation of scientific writing. Other studies also show that
plagiarism often occurs due to limited academic skills, not solely due to ethical violations
(Harahap D. M. et al., 2024; Hasiara & Rahman, 2022).
The responses to open-ended questions in this study reinforce these findings. Students
explicitly stated their difficulties in finding references, compiling citations, and integrating
quotations with the bibliography. This shows that strengthening academic integrity is not enough
through the dissemination of rules, but needs to be accompanied by the systematic development
of academic writing competencies. Another interesting finding is the high level of AI literacy
among students. Students showed high familiarity with the use of artificial intelligence
technology in academic activities. This condition shows that digital transformation has
significantly changed the student learning ecosystem.
However, qualitative data shows that students still experience uncertainty regarding the
ethical boundaries of AI use. Several respondents expressed concerns about whether their use of
AI was in accordance with academic standards. This finding is in line with Huang et al. (2025)
and Yousaf (2025), who emphasize that the development of generative AI presents new
challenges for academic integrity in higher education. Thus, the issue of plagiarism in the digital
age is no longer limited to traditional copy-paste practices, but also relates to students' ability to
use technology ethically and reflectively. Therefore, academic integrity education needs to
evolve by incorporating AI literacy as part of scientific writing learning.
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Fajar Aminullah (Students’ Needs Analysis for Practical....)
Relatively Low Reference Manager Literacy as a Digital Competency Gap
Although students have a high level of AI literacy, their reference manager literacy is
moderate and ranks lowest compared to other constructs. These findings indicate a gap in
students' academic digital competencies. Students are accustomed to using instant generative AI,
but are not yet optimal in utilizing academic technologies that support sustainable scientific
practices. These results are consistent with the findings of Sharizan et al. (2025) which states
that lack of training in using reference managers is one of the main factors contributing to
student citation errors. Student responses indicating a need for training in reference managers
show that the problem of plagiarism stems in part from limited academic tools, not just a lack of
awareness. Therefore, strengthening academic digital literacy needs to focus on the use of
technology that supports responsible scientific practices.
The Need for Institutional Support in Plagiarism Prevention
The construct of institutional support needs received the highest score in this study. Students
consistently expressed a need for practical anti-plagiarism guidelines, reference manager
training, and guidelines for the use of AI in academic activities. These findings reinforce the
argument that a plagiarism prevention approach based on detection and sanctions is no longer
adequate. Sundoro et al. (2025) dan Silalahi et al. (2024) emphasize that higher education
institutions need to shift towards a preventive approach through academic integrity education.
In the context of vocational higher education, the need for practical guidance is becoming
increasingly relevant as students routinely produce practice reports and professional documents.
Operational and accessible guidance has the potential to bridge the gap between academic rules
and students' daily writing practices.
Implications for the Development of Practical Anti-Plagiarism Guidelines
Based on the overall findings of the study, the development of practical anti-plagiarism
guidelines needs to consider three main components:
1. Strengthening academic writing skills, particularly paraphrasing and citation;
2. Integrating academic AI literacy, including restrictions on the use of Generative AI;
3. Use of reference managers as technical support for scientific writing.
Thus, anti-plagiarism guidelines serve not only as regulatory documents, but also as
learning tools that support the continuous development of students' academic literacy.
4. Conclusion
This study aims to analyze students' needs regarding plagiarism prevention as a basis for
developing practical anti-plagiarism guidelines in vocational higher education. The results show
that students already have a high level of awareness of plagiarism and are familiar with the use
of Generative AI in academic activities. However, students' scientific writing practices are not
yet fully in line with this level of awareness. The research findings identify a gap between
awareness and academic practice (awareness–practice gap). Students understand the concept of
academic integrity but still experience difficulties in technical aspects such as reference
searching, citation compilation, paraphrasing, and the use of reference managers. On the other
hand, students show a very high need for institutional support in the form of practical
guidelines, academic training, and clarity on policies regarding the use of AI technology.
Based on these findings, this study confirms that plagiarism prevention cannot rely solely
on detection or academic sanctions. Instead, academic integrity needs to be developed through a
preventive approach based on student needs. Therefore, the development of practical anti-
plagiarism guidelines that integrate scientific writing skills, academic AI literacy, and the use of
reference managers is a strategic step in supporting integrity in academic practices in vocational
higher education. This study contributes by offering a needs-based academic integrity
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development perspective, which is an approach to strengthening academic integrity that departs
from the real needs of students as the main users of academic policies.
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