ChatGPT merupakan salah satu AI yang sangat membantu manusia dalam menjawab semua pertanyaan di berbagai sektor termasuk di sektor pendidikan jika digunakan secara bijak. Penelitian ini bertujuan ...untuk mendeskripsikan tingkat kesamaan dari jawaban dari chatGPT terkait pendidikan kejuruan menggunakan turnitin dan chatGPT. Penelitian ini merupakan penelitian deskriptif. Ada 10 pertanyaan yang dimasukkan pada ChatGPT prompts. Setelah muncul 1 jawaban kemudian klik tombol generate respone untuk mendapatkan jawaban lainnya. Setiap pertanyaan diambil 3 jawaban dari ChatGPT. Hasil pengecekan turnitin dibandingkan dengan tabel tingkat plagiasi. Pengecekan tingkat kesamaan menggunakan ChatGPT dilakukan dengan menempelkan jawaban pada prompts kemudian ditambah dengan sebuah pertanyaan ‘Apakah jawaban ini dari chatGPT?’. Pengecekan tingkat kesamaan menggunakan turnitin diketahui bahwa 8 jawaban memiliki indeks kesamaan yang rendah sedangkan 2 jawaban memiliki indeks kesamaan sedang. Berdasarkan pengecekan menggunakan yang dilakukan oleh chatGPT sendiri diketahui bahwa chatGPT tahu semua jawaban tersebut darinya. Rekomendasi untuk penelitian selanjutnya yaitu dapat dilakukan parafrase menggunakan AI tools seperti Wordtune dan Quillbot. Kemudian pengecekan tingkat kesamaannya dilakukan menggunakan banyak plagiarism tools.
The institutional integrity constitutes the bases of scientific activity. The frequent incidences of similarity, plagiarism, and retraction cases created the space for frequent use of similarity and ...plagiarism detecting tools. Turnitin is software that identifies the matched material by checking the electronically submitted documents against its database of academic publications, internet, and previously submitted documents. Turnitin provides a "similarity index," which does not mean plagiarism. The prevalence of plagiarism could not reduce tremendously in the presence of many paid and un-paid plagiarism detecting tools because of the assortment of reasons such as poor research and citation skills, language problems, underdeveloped academic skills, etc., This paper may provide an adequate feedback to the students, researchers, and faculty members in understanding the difference between similarity index and plagiarism.
Even though Turnitin generates AI (Artificial Intelligence) writing detection reports, these AI reports shall not be used for punitive purposes as Turnitin AI reports accuracy is way below the 98% ...claimed by Turnitin, as revealed in this study. To assist professors, teachers, and content evaluation stakeholders in their strive to identify AI-generated material, this study examines the stylistic features of case study, business correspondence, and academic writing ChatGPT-4 generated responses by exploring sentence length, paragraph structure, word choice, mood, tense, voice, pronouns, keywords density, lexical density, lexical diversity, and reading ease. The study revealed that ChatGPT-4 case study generated responses are produced in paragraphs of 2 to 3 sentences of 16 to 18 words each. The sentences are mainly formed in imperative mood. The use of the second-person pronoun ‘you’ and the second-person possessive determiner ‘your’ is prevalent. Keywords and lexical density are relatively low, lexical diversity is average, and the reading ease is relatively high. The study also found that ChatGPT-4 business correspondence responses are generated in paragraphs of 2 to 3 sentences of 16 to 20 words each. The sentences are mainly generated in declarative mood thru simple present tense in active voice using third-person singular pronouns. Technical words and abbreviations are used without outlining what they stand for. The keywords density, lexical density, and lexical diversity are high and the reading ease is low. The study also revealed that ChatGPT-4 academic writing generated responses are provided in paragraphs of 3 to 4 sentences of 16 to 19 words each. The sentences are mainly generated in declarative mood using active voice, agentless passive in times, with diverse present tenses. Keywords and lexical densities are high and the lexical diversity is low, which makes the reading ease average difficulty, except for the undefined abbreviations. Noticeably, ChatGPT-4 supports the transgender movement by intentionally using the third-person plural pronoun ‘they’ to refer to a singular.
Detecting contract cheating in written submissions can be difficult beyond direct plagiarism detectable via technology. Successfully identifying potential cases of contract cheating in written work ...such as essays and reports is largely dependent on the experience of assessors and knowledge of student. It is further dependent on their familiarity with the patterns and clues evident in sections of body text and reference materials to identify irregularities. Consequently, some knowledge of what the patterns and clues look like is required. This paper documents how to identify some of the patterns and clues observed in essay and report submissions. Effective assessment design with specific contextual requirements make irregularities easier to detect and interpret. The irregularities identified were confirmed as instances of contract cheating through conversations held with postgraduate students. An essential element of the conversations was the evidence presented for discussion. Irregularities were noted on a pro-forma specifically developed for this purpose. Patterns identified include misrepresented bibliographic data, inappropriate references, irrelevant material and generalised text that did not address the assessment question or grading criteria. The validated patterns formed the basis of identifying potential instances of contract cheating in later submissions. Timely conversations with students before the end of semester are essential to determining whether the patterns and clues link to poor knowledge of academic writing conventions or classified as contract cheating necessitating the application of appropriate penalties under institutional policies and procedures. Author abstract
A casual comment by a student alerted the authors to the existence and prevalence of Internet-based paraphrasing tools. A subsequent quick Google search highlighted the broad range and availability ...of online paraphrasing tools which offer free 'services' to paraphrase large sections of text ranging from sentences, paragraphs, whole articles, book chapters or previously written assignments. The ease of access to online paraphrasing tools provides the potential for students to submit work they have not directly written themselves, or in the case of academics and other authors, to rewrite previously published materials to sidestep self-plagiarism. Students placing trust in online paraphrasing tools as an easy way of complying with the requirement for originality in submissions are at risk in terms of the quality of the output generated and possibly of not achieving the learning outcomes as they may not fully understand the information they have compiled. There are further risks relating to the legitimacy of the outputs in terms of academic integrity and plagiarism. The purpose of this paper is to highlight the existence, development, use and detection of use of Internet based paraphrasing tools. To demonstrate the dangers in using paraphrasing tools an experiment was conducted using some easily accessible Internet-based paraphrasing tools to process part of an existing publication. Two sites are compared to demonstrate the types of differences that exist in the quality of the output from certain paraphrasing algorithms, and the present poor performance of online originality checking services such as Turnitin® to identify and link material processed via machine based paraphrasing tools. The implications for student skills in paraphrasing, academic integrity and the clues to assist staff in identifying the use of online paraphrasing tools are discussed. Author abstract
This empirical study examines ChatGPT as an educational and learning tool. It investigates the opportunities and chal-lenges that ChatGPT provides to the students and instruc-tors of communication, ...business writing, and composition courses. It also strives to provide recommendations. After conducting 30 theory-based and application-based ChatGPT tests, it is found that ChatGPT has the potential of replacing search engines as it provides accurate and relia-ble input to students. For opportunities, the study found that ChatGPT provides a platform for students to seek an-swers to theory-based questions and generate ideas for ap-plication-based questions. It also provides a platform for in-structors to integrate technology in classrooms and conduct workshops to discuss and evaluate generated responses. For challenges, the study found that ChatGPT, if unethically used by students, may lead to human unintelligence and un-learning. This may also present a challenge to instructors as the use of ChatGPT negatively affects their ability to dif-ferentiate between meticulous and automaton-dependent students, on the one hand, and measure the achievement of learning outcomes, on the other hand. Based on the out-come of the analysis, this study recommends communica-tion, business writing, and composition instructors to (1) re-frain from making theory-based questions as take-home as-sessments, (2) provide communication and business writing students with detailed case-based and scenario-based as-sessment tasks that call for personalized answers utilizing critical, creative, and imaginative thinking incorporating lec-tures and textbook material, (3) enforce submitting all take-home assessments on plagiarism detection software, espe-cially for composition courses, and (4) integrate ChatGPT generated responses in classes as examples to be discussed in workshops. Remarkably, this study found that ChatGPT skillfully paraphrases regenerated responses in a way that is not detected by similarity detection software. To maintain their effectiveness, similarity detection software providers need to upgrade their software to avoid such incidents from slipping unnoticed.
Student plagiarism has been prevalent in academic discourse. This paper investigates through a questionnaire and interviews the use and effectiveness of Turnitin, a major plagiarism detection system, ...in Chinese university students' EAP writing in a Sino-foreign joint institute in Shanghai. The study finds except for its online marking tool GradeMark, Turnitin has been well-received by most students. Two most welcomed features are the similarity report and its convenience in submitting assignments. Besides, most students perceived Turnitin as an effective tool in reflecting and reducing plagiarism in their writing. However, the study also shows although students' general understanding of the Western concept of plagiarism has been greatly improved, some students may still have misconceptions, and lack sufficient knowledge of what constitutes plagiarism, which can be a major factor contributing to the high similarity rate in their writing on Turnitin. Based on these findings, the study puts forward suggestions on how to reduce student plagiarism in EAP writing, in particular pointing out the introduction of Turnitin in EAP writing instruction in EFL contexts may help to cut down plagiarism. Keywords EAP writing, Turnitin, plagiarism
PDF
