Tujuan penelitian adalah mengkaji implementasi sekolah ramah anak di TK ‘Aisyiyah di Purwokerto dan mengembangkan konsep sekolah ramah anak berbasis nilai-nilai karakter anak.  Pendekatan penelitian menggunakan  pendekatan grounded theory.  Subjek  penelitian guru dan kepala sekolah  TK ‘Aisyiyah 1 Purwokerto, TK ‘Aisyiyah Teluk Purwokerto Selatan dan TK Bantarwuni, Sumbang. Metode pengumpulan data menggunakan wawancara dan observasi. Analisis data menggunakan analisis komparatif konstan. Hasil penelitian menunjukkan ada tiga kategori dengan lima sub kategori yang berkaitan dengan implementasi sekolah ramah anak di Taman Kanak-kanak untuk mengembangkan karakter anak , yaitu kategori persiapan, perencanaan, pelaksanaan. Taksonomi konsep sekolah ramah anak adalah school-based character education, safe school environment, friendly school, inclusive school, religous school. Implikasi pembelajaran ramah anak adalah dengan menerapkan pembelajaran inklusif, pembelajaran ramah lingkungan, pendidikan sosial, pendidikan berbasis keadilan dan pendidikan berbasis agama.

Since the implementation of online learning in various countries in the world, all educational institutions have made new learning adjustments. Universities are educational institutions that have also changed the online learning system. but online learning has an impact on academic ethical behavior.  Purpose. the aims of this study is to determine the behavior of academic dishonesty when online learning is applied, besides that it also examines the strategies of nursing students majoring in academic dishonesty. Materials and methods. 150 college students participated in filling out an online academic dishonesty questionnaire and we randomly selected 5 nursing students to participate in a focus group discussion to discuss their dishonest behavior during online learning. Results. Our research shows that academic dishonesty behavior in the form of collaboration is common in online learning. In the process, student learning has strategies for committing academic fraud in various ways, including by downloading a friend’s answer file in the online system by logging in using a standard username and password that is not changed by students. In addition, the student chose to behave dishonestly by imitating his friend’s work by simply changing the name rather than trying to answer the question. and take advantage of the whatsapp group application to collaborate in cheating. Conclusions. Collaboration in academic dishonesty predominates: one way is by collaborating in online groups to cooperate with each other illegally. We describe several other forms in detail and discuss them.

The purpose of this study is how the forms of dishonest behavior in situations doing paper work, mid semester exam and final exam of the semester and describe the purpose of behaving dishonestly. Participants in this study are 29 students of 4th semester of Islamic studies education program at university x in Purwokerto. This research uses qualitative method with vignette open questionnaire data retrieval tool known as method to reveal values in individual and data analysis using content analysis. Based on the results of this study revealed that the task situation is the most used situation by students to do academic dishonesty. Academic forms of academic dishonesty work on paper assignments, mid semester exam and final semester exam is asking / asking answers, cheating / looking at friends' answers, quoting blogs, copying paste, copying answers, opening small papers. While the purpose of academic disagreement on the situation of doing paper assignments, mid semester exam and final exam of the semester that is to be / easy to do, work completed / quickly completed, for friends to teach / get answers, not difficult in doing, accurate answers, good value, -same cackling with friends and borrowing to copy.

Online learning is a substitute for learning in the classroom during a global pandemic. The problem that arises is that academic dishonesty behavior increases when online learning takes place. We assess how academic dishonesty occurs during online learning.  Purpose. We examine how academic dishonesty occurs during online learning. We review unethical behavior based on growth mindset and Grit as mediator variables. Materials and methods. The questionnaire was filled out by 266 students (196 female; 70 male) from universities in Indonesia. Data collection uses three scales, namely the academic dishonesty scale (α = 0.862), the growth mindset scale (α = 0.826), and the grit scale (α = 0.760). The path analysis using the multiple linear regression techniques was utilized to analyze the data in this study. Results. This study demonstrates a negative correlation between growth mindset and academic dishonesty, indicating that the more growth mindset, the less academic dishonesty. Additionally, there is a considerable negative correlation between Grit and academic dishonesty, such that the greater a person’s Grit, the less academic dishonesty there is. Additionally, a positive correlation exists between the growth mindset and Grit. The greater one’s growth attitude, the greater one’s Grit. The primary finding is that Grit mediates the growth mindset’s attitude toward academic dishonesty, implying that the growth mindset affects academic dishonesty by Grit. Conclusions. The conclusion is that the growth mindset acts as a buffer against academic dishonesty. However, Grit’s position is ideal for mediating the association between growth mindset and academic dishonesty. Thus, a growth mindset can boost students’ Grit, which can help prevent academic dishonesty. We reviewed recommendations for decreasing unethical behavior in online education and its consequences for higher education.