Recreation of Jokowi's Forestry Faculty Diploma at Pramuka Market

Recreation of Jokowi's Forestry Faculty Diploma at Pramuka Market

The purported replication of Joko Widodo's forestry diploma from the Faculty of Forestry at Universitas Gadjah Mada within the Pramuka Market presents a multifaceted issue encompassing document forgery, intellectual property infringement, and ethical considerations surrounding academic credentials. The production of such a document, if proven to be a deliberate attempt to mimic an official academic record, constitutes a violation of legal statutes pertaining to forgery and falsification of documents, carrying potential ramifications for those involved in its creation and distribution. Instances of forged academic documents have been on the rise, prompting the need for robust verification mechanisms to ensure the integrity of educational qualifications (Chaniago et al., 2021; Rane et al., 2020). The creation and distribution of counterfeit diplomas undermine the credibility of legitimate academic institutions and devalue the qualifications earned by genuine graduates who have invested time, effort, and resources in their education (More et al., 2021). The act of replicating a diploma also raises concerns regarding intellectual property rights, as the design and content of an official diploma are typically protected by copyright laws, which prevent unauthorized reproduction or modification. Furthermore, the ethical implications of producing a replica diploma are substantial, as it can be used to deceive potential employers, educational institutions, or other stakeholders, leading to unfair advantages and eroding public trust in the education system (Swari et al., 2021).

The motivations behind replicating a diploma can range from harmless pranks to malicious intentions, such as using the forged document to gain employment or admission to educational programs for which the individual is not qualified. In Indonesia, the act of falsifying documents, including academic credentials, carries legal consequences under the Criminal Code, with penalties including imprisonment and fines, depending on the severity and intent of the offense (Syarifudin, 2021; Yuni, 2022). The rise of academic fraud is a global concern, with reports indicating increasing incidents of misconduct within educational institutions (Muhammad, 2021). The replication of a diploma, even if presented as a novelty item or a parody, can contribute to the normalization of academic dishonesty and undermine the value of genuine educational achievements (Rahman et al., 2023). It is therefore essential to address this issue through a combination of legal enforcement, educational initiatives, and technological solutions that enhance the security and verification of academic credentials. The proliferation of fake diplomas can have far-reaching consequences, affecting not only individuals but also the reputation and integrity of educational institutions and the credibility of the workforce.

The prevalence of fraudulent academic credentials is not limited to specific regions or countries, as highlighted by studies conducted worldwide (Castro & AuYongOliveira, 2021; Garwe, 2015; Shore, 2018). This global phenomenon has prompted educational institutions and governments to implement measures aimed at preventing and detecting academic fraud, including the use of digital verification systems and stricter regulations regarding the issuance and authentication of diplomas. The replication of a diploma, regardless of its intended use, can have a detrimental impact on the perceived value of academic qualifications and the public's confidence in the education system. The accessibility and affordability of technology have made it easier for individuals to create convincing forgeries, further exacerbating the problem of academic fraud. It is crucial for stakeholders in the education sector to collaborate and develop innovative strategies to combat the production and distribution of fake diplomas, ensuring that genuine academic achievements are recognized and valued. Higher education regulatory frameworks should promote accountability and anti-corruption measures as part of accreditation and assessment standards (Kirya, 2019). Donors can use their assistance to bolster anti-corruption compliance in the universities they partner with, strengthen accreditation agencies, and support information technology solutions (Kirya, 2019).

Blockchain technology has been proposed as a potential solution for enhancing the security and authenticity of academic credentials, offering a tamper-proof and transparent record of educational achievements (Raimundo & Rosrio, 2021). By storing diploma information on a blockchain, institutions can create a verifiable digital record that cannot be easily altered or forged (Tahora et al., 2023).  Smart contracts can automate processes, creating an efficient and permanent record without intermediaries (Chaniago et al., 2021; Tahora et al., 2023). The immutability and security features of blockchain make it an appealing technology for addressing the issue of diploma fraud and ensuring the integrity of academic records (Awaji et al., 2020; Guustaaf et al., 2021). Blockchain technology offers transparent and trustworthy transactions, enhanced accreditation processes, and antiplagiarism measures (Tahora et al., 2023). The development of blockchain-based systems for academic certificate verification has gained traction in recent years, with several institutions exploring the implementation of this technology to combat diploma fraud (Rustemi et al., 2023).

The decentralized nature of blockchain ensures the credibility of educational institutions by preventing the manipulation of educational records (Shuvo & Islam, 2023). Verifying academic documents is crucial to prevent fraud (Rahman et al., 2023). Blockchain technology can track student credentials and achievements (Wang et al., 2020). Blockchain's potential extends to preventing corruption and protecting public registries from fraud, and has been suggested as a tool to fulfill Sustainable Development Goals ("About the Author," 2000). Blockchain technology is gaining traction in higher education for monitoring information via smart applications (Reis-Marques et al., 2021). Some universities have started pilot programs to issue digital diplomas using blockchain technology (Capece et al., 2020). Blockchain technology has the potential to address challenges in higher education management (Tahora et al., 2023). The integration of blockchain technology in the education sector represents a promising step towards safeguarding the integrity of academic credentials and fostering trust in the education system (Alassaf & Yusoff, 2021; Castro & AuYongOliveira, 2021; Ram & Verma, 2024; Reinsberg, 2018).

References

About the author. (2000). In Elsevier eBooks. Elsevier BV. https://doi.org/10.1016/b978-1-85573-346-6.50004-3 

Alassaf, A. O. A. K., & Yusoff, F. H. (2021). Multi-point Fundraising and Distribution via Blockchain. International Journal of Advanced Computer Science and Applications, 12(7). https://doi.org/10.14569/ijacsa.2021.0120755 

Awaji, B., Solaiman, E., & Marshall, L. (2020). Investigating the Requirements for Building a Blockchain-Based Achievement Record System. 56. https://doi.org/10.1145/3411681.3411691 

Capece, G., Ghiron, N. L., & Pasquale, F. (2020). Blockchain Technology: Redefining Trust for Digital Certificates. Sustainability, 12(21), 8952. https://doi.org/10.3390/su12218952