Digital Simulations in Science Learning: A Student Perspective on Interactive, Engagement, Conceptual Understanding, and Learning Satisfaction

Study Comparative of Creative Assignments, Participatory Collaborative Learning, and Learning Satisfaction in Digital & Non-Digital Learning Media . Objectives: This study aims to comparative of creative assignments, Participatory Collaborative Learning, and learning satisfaction in Digital & Non-Digital Learning. Methods: The study employed experimental and survey methods with a sample of seven State Aliyah Madrasah schools in East Jakarta. Each school consisted of two groups using digital learning media and two groups using non-digital media, randomly selected in the twelfth grade. Research instruments were previously tested for validity and reliability, and data analysis was conducted using the mean difference test (t-test). Findings: The findings are: (1) The creative assignment results in the group using digital media are higher than the non-digital media. (2) The participatory-collaborative learning activity is more active in the group using non-digital media than the digital media. (3) The student learning satisfaction in the group using non-digital media is higher than the digital media. Conclusion: This indicates that both digital and non-digital learning media have their respective advantages and disadvantages. Teachers are required to design creative tasks that follow learning objectives because different learning objectives will produce different learning outcomes even though the learning media is the same. Teachers must focus on determining the learning objectives of creative assignments and selecting the appropriate media. Keywords: creative assignment, participatory collaborative learning, learning satisfaction, digital and non-digital media. DOI: http://dx.doi.org/10.23960/jpp.v14.i3.2024129

A valid, practical, and effective cartoon-based learning media on liquid pressure material has been developed by employing the Powtoon application and using Four-D (4D) stages. Expert validity and empirical validityof the media achieved an average score of 3.94 and 3.84 respectively with very valid criteria. The test instrument validity score was 3.37 with valid criteria. Supporting data for implementation is obtained using several instruments. The learning implementation observation sheet is used to observe teacher activity in the classroom; student responses were collected through questionnaires; and student activity is observed through the observation sheet. The practicality quality of teaching materials is obtained a percentage of 100% with very good criteria. The student responses to indicators of learning motivation with a percentage of 86.7%, indicators of ease and satisfaction of learning with a percentage of 84.7, learning innovation indicators with a percentage of 87.8%, and learning achievement indicators with a percentage of 89.2%. The effectiveness of the teaching material was obtained from observing student activities with a percentage of 86% in meeting I and of 88.7%% in meeting II. The student’s competency C2 (describing) achieve a percentage of 88.7%, C3 (applying) with a percentage of 81.75%, C4 (analyzing) with a percentage of 93.25%, and C5 (proving) with a percentage of 73%, all in good criteria. Learning outcomes in classical completeness obtains a percentage of 93.3%. It can be concluded that learning media in the form of teaching materials using the Powtoon application has the potential to increase students' understanding of concepts.

This study aims to investigate the differences in e-learning adoption among university students in Indonesia, Albania, Russia, and Kazakhstan and examine the role of cultural dimensions in explaining these differences. This research draws upon Hofstede’s Cultural Dimensions Theory to explore the impact of culture on e-learning adoption in diverse global contexts. A cross-sectional survey was conducted with a sample of university students from the four countries, and the data were analyzed using structural equation modeling (SEM) and multi-group analysis (MGA) techniques. The findings reveal significant differences in e-learning adoption among the four countries, with learner engagement, learning satisfaction, and technology accessibility exhibiting varying levels of influence on e-learning adoption. The multi-group analysis indicates that cultural dimensions partially explain these differences, highlighting the importance of considering cultural factors when examining e-learning adoption in diverse settings. This study fills a gap in cross-cultural e-learning research, offering key insights into factors shaping students’ adoption of online platforms worldwide. The findings emphasize the importance of cultural considerations for educators, policymakers, and e-learning developers in global higher education. This study contributes to the theoretical understanding of the complex interplay between culture and e-learning adoption by demonstrating the explanatory power of cultural dimensions. Doi: 10.28991/ESJ-2024-08-03-015 Full Text: PDF

<p>Abstract <strong>Context and relevance. </strong>Mathematics academic performance, attitude, and English learning achievement are essential components of 21st-century education, shaping students' cognitive and problem-solving abilities. Although existing studies have explored the relationships between these domains, research on their interconnected impact remains limited, highlighting the need for further investigation.<strong> Objective. </strong>This study examines the relationship between English learning academic performance, attitudes towards mathematics, and mathematics achievement among Indonesian college students. <strong>Hypothesis. </strong>(1) There will be a positive relationship between English learning achievement and mathematics academic performance among Indonesian students. (2) There will be a positive relationship between attitude towards mathematics and mathematics academic performance among Indonesian students. (3) English learning achievement will mediate the relationship between attitude towards mathematics and mathematics academic performance among Indonesian students. <strong>Mathods and materials. </strong>The participants included 381 mathematics students, with an average age of 19,82 years and <em>SD</em> = 0,55 from four universities in Indonesia. The study employed self-report measures to assess English learning and mathematics achievement, as well as an attitudes towards mathematics questionnaire. Structural equation modeling was applied for data analysis. <strong>Results. </strong>The study found significant links between English proficiency, attitudes toward mathematics, and math performance among Indonesian college students. Higher English skills were associated with better math achievement, while negative attitudes toward math and lower socioeconomic status negatively affected performance. Additionally, English learning achievement mediated the relationship between math attitudes and performance.<strong> Conclusions. </strong>The results revealed that there were significant associations between these variables, highlighting the importance of considering multiple factors in understanding academic success. These implications underscore the importance of creating inclusive and supportive learning environments that cater to the diverse needs of students, ultimately fostering academic success in mathematics.</p>

This study aims to (1) examine the learning media in teaching Islamic Religious Education, (2) discover the innovation of Islamic Religious Education teachers in utilizing digital-based learning media, (3) unveil the creativity of Islamic Religious Education teachers in developing learning material (4) and imply Religious Education teacher’s innovation and creativity in utilizing digital learning media. The research utilizes a qualitative study with a literature-based approach (Library Research). The research data consists of information regarding the innovation and creativity of Islamic Religious Education teachers in utilizing digital-based learning media. The data was obtained from various sources such as books, scholarly journals, academic works, relevant literature, and other publications. The data collection technique employed in this research is documentation and analysis using content analysis. The findings revealed that digital-based learning media in Islamic Religious Education includes internet-connected animated videos, Google Classroom as an online learning platform, Quizziz as an online game, and WhatsApp as a social media application. Furthermore, innovation by Islamic Religious Education teachers in utilizing digital learning media includes the use of digital learning media in the form of animated videos for teaching Islamic concepts. The implementation of this digital-era teaching model was supported by an internet network, blended learning, and innovative digital learning media that created a more engaging, interactive, and relevant learning environment. Furthermore, it discloses the creativity of Islamic Religious Education teachers in applying digital-based learning through digital video animations using Google Classroom as a digital learning platform and utilizing WhatsApp for instructional purposes. The study's implications suggest that utilizing digital learning media has significant impacts on boosting the quality of learning Islamic Religious Education, enhancing student motivation and interest, improving accessibility to learning resources, and increasing the effectiveness of assessment and feedback.

Mastery of concepts is necessary for students in learning geometry, particularly in the topic of flat-sided 3D spatial structures. A strong grasp of concepts is achieved through non-routine problem-solving exercises, which are an integral part of problem-solving-based learning. According to the OECD (Organisation for Economic Co-operation and Development) of Education and Skills 2030, problem-solving-based learning is considered an important component in the curriculum of 60% of countries worldwide. The use of digital media is an innovative approach in education that can transform abstract geometric forms into real-world situations. The focus of this research is to develop digital media to enhance conceptual understanding among eighth-grade students at Yosowinangun Junior High School. The outcome of this study is a valid, practical, and effective digital learning medium for improving conceptual understanding. The research adopts the ADDIE model as the methodological framework. The research sample consists of twenty eighth-grade students. Data collection instruments include validation sheets, practicality questionnaires, interviews, and tests. The research findings indicate that the learning media is valid based on the analyzed validation sheets. Furthermore, the learning media is considered practical based on student response questionnaires, with an average score of 83.3%. The learning media also has a potential effect on conceptual understanding, as evidenced by the overall test results falling into the good category with an average score of 74.75%. Therefore, problem-solving-based digital learning media becomes an effective tool to assist students in developing their conceptual understanding in the process of learning flat-sided 3D spatial structures in geometry.

This research aims to increase the effectiveness of using interactive digital learning media in increasing students' understanding of mathematical concepts and learning motivation at the basic level. The research method used is a literature study by collecting and analyzing six selected articles that are relevant to the use of digital media in mathematics learning. The research results show that the use of interactive digital learning media increases students' understanding of mathematical concepts and learning motivation. Online applications such as Wordwall and digital image simulations such as MyWebAR are effective in teaching spatial shapes. Tools like Google Site and Google Classroom support bold learning. Digital media reduces misconceptions and increases interest in learning. There are various free websites available to choose suitable learning media. It is important for teachers to choose the right media for students.

This study aims to: 1) see the quality (valid, practical and effective) of flip book learning media that was developed to improve students' reasoning abilities and understanding of mathematical concepts; 2) improve students' reasoning abilities and understanding of mathematical concepts through flip book learning media developed. This research is a development research. The development model used in this study is the ADDIE model with 29 students in class VII-A and 23 students in class VII-B at SMP Harapan 1 Medan. The validity of the learning media developed was reviewed from the analysis of the results of the validity of the learning media by the validators with a total average value of 3.73 ("Valid" category). Meanwhile, The practicality of learning media is seen from the observation score of the implementation of learning in the second trial, which is 3.73 (category "Well Implemented"). The effectiveness of learning media in terms of four aspects, namely classical completeness, student activity observation scores, and student responses. The classical completeness of students' reasoning abilities and understanding of mathematical concepts in the second trial was 87% (23 students). The average percentage of students' achievement in the ideal time of activity in the second trial for three meetings was 21.8%, 19.2%, 21.5%, 26.0%, 9.8%, and 1.8%. The average student response in the second trial was 91.6% (category "Interested"). Based on the normalized gain index, it was found that in the second trial there was an increase in the score with a score of 0.4 (the "medium" criterion). The effectiveness of learning media in terms of four aspects, namely classical completeness, student activity observation scores, and student responses. The classical completeness of students' reasoning abilities and understanding of mathematical concepts in the second trial was 87% (23 students). The average percentage of students' achievement in the ideal time of activity in the second trial for three meetings was 21.8%, 19.2%, 21.5%, 26.0%, 9.8%, and 1.8%. The average student response in the second trial was 91.6% (category "Interested"). Based on the normalized gain index, it was found that in the second trial there was an increase in the score with a score of 0.4 (the "medium" criterion). The effectiveness of learning media in terms of four aspects, namely classical completeness, student activity observation scores, and student responses. The classical completeness of students' reasoning abilities and understanding of mathematical concepts in the second trial was 87% (23 students). The average percentage of students' achievement in the ideal time of activity in the second trial for three meetings was 21.8%, 19.2%, 21.5%, 26.0%, 9.8%, and 1.8%. The average student response in the second trial was 91.6% (category "Interested"). Keywords: flipbook, Scientific Approach, Reasoning Ability, Mathematical Concept Understanding Ability, Mathematics Learning Media Development, Comparison DOI: 10.7176/JEP/12-26-05 Publication date: September 30 th 2021

During the last decades digitalization has proceeded rapidly and various digital teaching and learning tools are available nowadays. One for science education typical and theoretically well described application are simulations. While previous research focused on design features and/or learning effects of the use of simulations, up to now little is known about the extent to which simulations are actually used in science classes. In this study the use of simulations in science education is analyzed as well as (design) features which are important for teachers when choosing a simulation. 76 teachers were surveyed through a (online) questionnaire. 61% of the asked teachers use simulations in their lessons, independent of their age, teaching experience and number of science lessons per week. Significant differences occurred depending on the sex of the teachers, school type and subject. When choosing simulations, teachers use a limited number of known online providers. The most important (design) features are scientific correctness, use of scientific language, free availability, clear visual design which is similar to everyday-life, and matching technical resources. Of minor importance are features which consider the diversity of the learning group. Background: Over the past decades the supply of digital media has grown steadily and partially very specific offers, such as simulations, have been developed for science education. The use of digital media is intended to increase the teaching quality and to enhance student’s digital literacy (KMK, 2016). Various studies have shown that the use of simulations can, among other things, help to increase students' interest and motivation, improve their conceptual understanding, and generate stronger and longer-lasting learning effects (de Jong & von Joolingen, 1998; Baumann, Simon, Wonisch, & Guttenberger, 2013; Rutten, von Joolingen, & van der Veen, 2012; Vogel et al., 2006). Purpose: The purpose of the current study is to determine, whether the potentials of simulations are recognised and used by science teachers. This leads to the following questions: (i) To what extent do science teachers use simulations in science education? And, if we assume that simulations are used at least to some extent: (ii) Which (design) features are of significance for science teachers when choosing a simulation? Sample/Setting: The sample contains 76 teachers (36 male and 40 female) from the natural sciences who were addressed by e-mail. The participants are on average 42.5 (SD = 9.3) years old and have been teaching for 12.2 (SD = 8.0) years at lower (grades 5 to 10) and/or senior level (grades 11 to 13) high schools in Northern Germany. The participating teachers have medium to good technical resources. 61% of the participants (n = 46) use simulations in science classes, 39% (n = 30) do not, which leads to slightly different sub-sample sizes. Design Methods: The use of simulations in science teaching is investigated with the help of a self-designed (online) questionnaire. All tasks were reviewed by experts (n=7) and tested in a pilot study (n=11). Possibly misleading formulations were revised to ensure objectivity. Validity was ensured by combining open and closed tasks. Furthermore, reliability can be assumed since no multi-item scales were calculated. Additionally, inter-item correlation was analyzed in order to ensure internal consistency. Results: 61% of the teachers surveyed use simulations in their lessons. The use of simulations does not depend on age (𝑀=42.51,𝑆𝐷=9.31,𝑝=.735) or years of experience (𝑀=12.24,𝑆𝐷=8.03,𝑝=.578) of the teachers, nor on the number of subject lessons per week (𝑝𝐵𝑖𝑜=.291; 𝑝𝐶ℎ𝑒=.329; 𝑝𝑃ℎ𝑦=.068; 𝑝𝑆𝑐𝑖=.699). There are significant differences in the use in terms of sex (𝜒2 (1,𝑁=76)=3.916,𝑝=.048∗), school type (𝜒2 (6,𝑁=76)=15.759,𝑝=.015∗) and subject (𝜒2 (4,𝑁=103)=11.928,𝑝=.018∗). Especially physics teachers at high school level (Gymnasium) use simulations. Only a limited number of providers is used, whereby the level of awareness and use is significantly related to the subject (.000∗

This research notes that there is still a lack of focus on implementing digital-based learning media to helo students in understanding of the concept of Linear Equations with One Variable and in finding the solution in one of the East Nusa Tenggara (NTT) State Middle Schools. Virtual balance models can be used to help students learn the concept of linear equations. Therefore, this study aims to develop digital-based learning media, considering the quality criteria of being valid, practical, and effective. The research adopts the Research and Development (R&D) methodology with the ADDIE model (Analyze, Design, Development, Implementation, Evaluation). The research subjects are six seventh-grade students from one of the State Junior High Schools in East Nusa Tenggara with high, moderate, and low cognitive abilities. Data on the quality of learning media are obtained through questionnaires, interviews, and learning outcome tests. The learning media is categorized as highly valid with a percentage of 88% and highly practical with a percentage of 94%. Additionally, the learning media is deemed effective, with over 80% of the research subjects scoring above the Minimum Completion Criteria (KKM). Digital-based learning media utilizing the balance model feature in Mathigon with the help of Google Sites, was developed to facilitate students' understanding of concepts at one of the State Middle Schools in NTT. The problems presented in the media carry the culture that exists in the NTT region. Thus, students can easily imagine these problems because they are close to their lives. Both teachers and students feel assisted by the developed learning media. Using this media, teachers enable to monitor the students' progress and students also can participate actively during this learning. Penelitian ini mencatat bahwa masih kurangnya fokus pada implementasi media pembelajaran berbasis digital untuk membantu siswa dalam memahami konsep Persamaan Linear Satu Variabel (PLSV) dan penyelesaiannya di salah satu SMP Negeri Nusa Tenggara Timur (NTT). Model keseimbangan virtual dapat dimanfaatkan untuk membantu siswa dalam mempelajari konsep persamaan linear. Oleh karena itu, penelitian ini bertujuan untuk mengembangkan media pembelajaran berbasis digital pada materi persamaan linear satu variabel dengan memperhatkan kualitas yaitu valid, praktis dan efektif. Penelitian ini menggunakan jenis penelitian dan pengembangan atau Research and Development (R&D) dengan model ADDIE (Analyze, Design, Development, Implementation, Evaluation). Subjek penelitian adalah enam peserta didik kelas VII di salah satu SMP Negeri Nusa Tenggara Timur dengan kemampuan kognitif tinggi, sedang dan rendah. Data kualitas media pembelajaran diperoleh dari kuesioner, wawancara dan tes hasil belajar. Media pembelajaran dikategorikan sangat valid dengan persentase 88% dan sangat praktis dengan persentase 94%. Serta media pembelajaran juga dikatakan efektif, lebih dari 80% subjek penelitian mendapatkan nilai diatas Kriteria Ketuntasan Minimal (KKM). Media pembelajaran berbasis digital dengan memanfaatkan fitur model keseimbangan pada Mathigon berbantu Google Sites, dikembangkan untuk memfasilitasi pemahaman konsep siswa di salah satu SMP Negeri di NTT. Permasalahan yang disajikan dalam media tersebut, mengusung budaya yang ada pada daerah NTT. Sehingga siswa dapat dengan mudah membayangkan permasalahan tersebut karena dekat dengan kehidupan mereka. Guru dan peserta didik merasa terbantu dengan media pembelajaran yang telah dikembangkan. Guru dapat memonitoring perkembangan siswa dan siswa melalui media ini dapat terlibat aktif dalam pembelajaran.

Despite the usefulness of social media in formal education, there are concerns regarding how students can well manage their learning and use social media properly. The concerns are especially salient in the voluntary context, in which social media use is not intended by the instructor for course-related activities and students have the autonomy to select and use social media for course-related learning. Self-regulated learning (SRL) is regarded as a critical component of effective learning with social media, yet research in the voluntary context is lacking. 
\nThe goal of this research is to shed light on the extent to which students engage in SRL strategies to manage their learning when voluntarily using social media for formal learning, as well as the influential factors and effects of such behaviors. To achieve this research goal, this research draws on the perspective of social cognitive theory, supplemented by the literature on technology affordances, and proposes four research questions: 1) What are the SRL strategies that students use when voluntarily using social media to support formal learning? 2) What are the personal factors that influence the extent to which students use SRL strategies when voluntarily using social media to support formal learning? 3) What are the environmental factors that influence the extent to which students use SRL strategies when voluntarily using social media to support formal learning? 4) What are the effects of using SRL strategies on learning satisfaction when students voluntarily using social media to support formal learning?
\nTo address the research questions, three interrelated studies were carried out in sequence. Firstly, Study 1 examined the relationships between two categories of personal factors, the use of specific SRL strategies, and learning satisfaction in the context of voluntary use of social media for formal learning. The hypotheses in Study 1 were empirically tested by analyzing survey data gathered from 192 university students. The results of Study 1 identified four types of SRL strategies: goal setting, environment structuring, performance control, and self-evaluation. In particular, the use of goal setting strategy was found to be influenced by intrinsic goal orientation, social media self-efficacy, and attitude towards using social media for learning. In addition, the use of environment structuring strategies was found to be influenced by self-efficacy for learning, learning outcome expectations for social media, and attitude towards using social media for learning. Next, the extent of using performance control strategies was found to be influenced by intrinsic goal orientation, social media self-efficacy, learning outcome expectations, and attitude towards using social media for learning. Moreover, the use of self-evaluation strategies was influenced by social media self-efficacy, learning outcome expectations, and attitude. Last but not least, the four SRL strategies were also found to be positively associated with students’ learning satisfaction in the context of voluntary use of social media for formal learning in school. 
\nSubsequently, Study 2 was conducted to gain a more comprehensive understanding of SRL strategies students use in the context of voluntary use of social media for formal learning, and to explore the social media affordances as potential environmental factors that may influence the extent to which students engage in SRL strategies. Data from 41 university students formed into six focus groups were utilized to explore and identify the SRL strategies and social media affordances. The findings uncovered that the SRL strategies that students used could be grouped into two categories, i.e., regulation of learning and regulation of social media environment. In addition, there were two categories of social media affordances perceived by students in the social media learning environment, i.e., individualized social media affordances and shared social media affordances. 
\nFinally, Study 3 was conducted. The aim of Study 3 was to propose and test an integrated model depicting how the personal factors (derived from Study 1) and the environmental factors (derived from Study 2) influence students’ use of SRL strategies (as identified in Study 1 and Study 2), as well as the effects of using these strategies on learning satisfaction with social media. A survey study was conducted, with a total of 385 valid responses from university students. The results of structural equation modeling empirically validated that the model fits well with the data. Regarding the regulation of learning, two personal factors, i.e., self-efficacy and intrinsic goal orientation, and an environmental factor in social media, i.e., interactivity affordance, were significantly associated with the extent to which students engage in regulation of learning. Regarding the regulation of social media environment, it is found that three personal factors, i.e., task value, social media self-efficacy, and attitude toward using social media for learning, and two environmental factors in social media, i.e., affordances of manageability and group association, could significantly influence the extent to which students engage in regulation of social media environment. Further, both regulation of learning and regulation of social media environment were identified to be significantly associated with learning satisfaction in the context of voluntarily using social media for formal learning.
\nFor researchers, the present research provides a conceptual model grounded in the social cognitive theory, supplemented by the affordances approach, to advance the understanding of people’ use of SRL strategies in the context of voluntary use of social media for formal learning, as well as the influential factors and effects of such behaviors. For practitioners, the findings from this doctoral thesis provide implications for individual learners, educational policymakers, online education industry, and government on the role of SRL in promoting lifelong learning.

This study aims at identifying: i) the overall schema of group seminar presentations in Bahasa Indonesia (BI) and in English by Indonesian university students, and in English by Australian university students; ii) the rhetorical structure of presentation introductions in Bahasa Indonesia and in English by Indonesian university students and in English by Australian university students; iii) whether Indonesian university students, when engaged in group seminar presentations in English in Indonesian academic settings, transfer the overall schema of group seminar presentations and the rhetorical structure of presentation introductions conducted in Bahasa Indonesia. The primary data were obtained by tape and video recording ten naturally occurring students’ group seminar presentations. It was found that firstly the overall schema of Indonesian students’ group seminar presentations in BI differs in major ways from the overall schema of Australian students’ group seminar presentations in English. Secondly, the rhetorical structure of presentation introductions in BI by Indonesian students also differs from the rhetorical structure of presentation introductions in English by Australian students. Thirdly, Indonesian students transfer the overall schema of the group seminar presentations and the rhetorical structure of presentation introductions of BI when they are engaged in group seminar presentations in English. This has clear implications in the development of Indonesian English.

The purpose of this study was to clarify the experience of teachers in using digital learning media to improve student motivation when studying natural science (IPA) at SDN 106162 Medan Estate. Three main aspects were found in this study based on the results of the analysis. First, the implementation of science learning is carried out in accordance with the Learning Implementation Plan (RPP). Second, teachers use a combination of traditional and digital media to support the learning process. Third, the use of digital media has a positive effect on student motivation. This is due to increased participation, enthusiasm, and understanding of science concepts. Digital media such as interactive learning videos, educational applications, and virtual simulations can help students understand the material in a more interesting and engaging way. However, the implementation of digital media in learning is not only the need for teacher training when using technology, but also challenges such as limited devices and internet access. This study emphasizes the importance of infrastructure and training support to improve the use of digital media in elementary school science learning.

Institutions of higher learning had to adopt a flexible learning delivery due to the threat of the global health crisis in 2020. Taking advantage of the technological affordances, many universities and colleges implemented the online learning modality. However, teachers and students found themselves overwhelmed with issues of quality assurance and outcomes of online teaching and learning. In this descriptive research study, the university students’ feedback on their engagement and satisfaction in the online mathematics courses was analyzed to get a perspective on successful online learning implementation. The mediation analysis on the responses of 512 university students on a 35-item researcher-made questionnaire showed that the university students were engaged and satisfied with their online mathematics courses. The design factor had a significant effect on learner engagement and satisfaction. The human factor has a significant impact on learner engagement but no significant effect on learner satisfaction. The structural equation model further revealed that learner engagement fully mediates the relationship between human factor and learner satisfaction while partially mediating the relationship between design and learner satisfaction. The results strongly assert the need for efficient and effective instructor knowledge and facilitation, more significant class interaction, and engaging use of technology in online mathematics courses to increase learner satisfaction.

This article is part of a larger report of research which explored and compared Australian and Indonesian university students’ attitudes toward plagiarism, understanding of plagiarism, and understanding of university policy on plagiarism. It focuses on whether or not Australian and Indonesian students differed in their understanding of the notion of plagiarism and its various forms. Data of the Australian and Indonesian subjects’ understanding of plagiarism were gained using a questionnaire and focus group interviews. The results showed that the Australian students were more knowledgeable of the notion of plagiarism and its various forms than the Indonesian students. The differences may be attributed to the academic context of the study. The Indonesian students were not familiar with the Western norm in academic writing, the norm which is regularly practiced in the Australian context. This study strongly recommends that the Indonesian students’ awareness of plagiarism be increased in order to avoid plagiarism. Keywords: understanding of plagiarism, definition of plagiarism, academic context, focus group interviews, university study.