Safe Exam Browser (SEB) in Digital Examinations: Supporting Students’ Academic Integrity in Secondary Education
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Abstract
Digital examinations improve efficiency and accessibility, but maintaining fairness and academic integrity remains challenging. This study examined the association between students’ perceptions of Safe Exam Browser (SEB) implementation and their self-reported academic integrity, as well as the challenges encountered during SEB-based examinations in secondary education. A quantitative correlational survey was conducted with 136 Grade 10 students at SMA Muhammadiyah 2 Sidoarjo. A 15-item, four-point Likert-type questionnaire assessed perceived SEB implementation, examination-related academic integrity, and implementation challenges. Data were analyzed using descriptive statistics, internal consistency analysis, residual normality and linearity tests, and simple linear regression. The overall mean was 2.592 for SEB implementation and 3.243 for academic integrity. Regression analysis indicated a significant positive association (R = .589, R² = .347, p < .001), with perceived SEB implementation accounting for 34.7% of the variance in academic integrity. Internet connectivity (n = 99; 72.79%) and technical application issues (n = 88; 64.71%) were the most frequently reported challenges. These findings indicate that SEB can support controlled examination conditions when paired with adequate infrastructure, technical preparation, supervision, and sustained academic integrity education. Because this single-school study used a nonexperimental, self-report design, its findings should be interpreted as associative rather than causal.
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Copyright (c) 2026 Suwidiyanti, Silwana Mumthaza, Burhan Rahmat Auladi, Alful Musrifah
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