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All Journal JPF : JURNAL PENDIDIKAN FISIKA Mobile and Forensics Jurnal Riset Teknik Komputer
Muh. Al Amin
Unknown Affiliation
Computer Science & IT Control & Systems Engineering Education Electrical & Electronics Engineering Industrial & Manufacturing Engineering Library & Information Science Neuroscience Physics Other

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IMPLEMENTASI SECURITY INFORMATION AND EVENT MANAGEMENT (SIEM) DALAM MENINGKATKAN KEAMANAN JARINGAN Muh. Al Amin; Rakhmadi Rahman
Jurnal Riset Teknik Komputer Vol. 1 No. 3 (2024): September : Jurnal Riset Teknik Komputer (JURTIKOM)
Publisher : CV. Denasya Smart Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69714/ee1r1q05

Abstract

In the rapidly evolving digital era, threats to information security have become increasingly complex and diverse. Security Information and Event Management (SIEM) offers a comprehensive solution through the collection, correlation, and analysis of log data from various sources to detect and respond to threats in real-time. This research analyzes the implementation of SIEM in a large organization, highlighting its functionalities, benefits, and challenges, and conducts simulations to test its effectiveness. The results indicate that SIEM can enhance threat detection and response, ensure regulatory compliance, and improve operational efficiency. However, SIEM implementation requires careful planning, competent human resources, and strong management support.
Effectiveness of Wordwall as a Gamification-Based Learning Medium in Enhancing Student Motivation and Learning Activities Muh. Al Amin; Juniarti Iryani; Syam, Nurwahid
Jurnal Pendidikan Fisika Vol. 14 No. 1 (2026): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/bw3a7f07

Abstract

Low learning motivation and limited student engagement remain persistent challenges in elementary science education, particularly in abstract topics such as light and sound. Conventional instructional approaches often fail to involve students, resulting in suboptimal learning experiences. In response to this issue, gamification-based digital learning media have emerged as a promising alternative to enhance student motivation and learning activities. This study aims to examine the effectiveness of Wordwall, a gamification-based learning medium, in increasing motivation and engagement in science learning among elementary school students. A mixed-methods approach with a sequential explanatory design was employed. Quantitatively, a true-experimental pretest–posttest control-group design was used with two Grade V classes at an elementary school in South Sulawesi, Indonesia, involving 50 students, equally divided into experimental and control groups. The experimental group received instruction using Wordwall, while the control group was taught using conventional methods. Data were collected using a learning motivation questionnaire and an observation sheet for learning activities. Qualitatively, phenomenological interviews were conducted with teachers and students to explore their learning experiences. The quantitative results showed that students in the experimental group experienced a significantly higher increase in learning motivation (21.37%) and learning activities (22.19%) compared to the control group (8.49% and 11.81%, respectively), with statistically significant differences confirmed by t-tests and ANOVA (p < 0.05). Qualitative findings supported these results, indicating that Wordwall created a more interactive, enjoyable, and engaging learning environment that encouraged active participation and sustained attention. The novelty of this study lies in integrating a true-experimental design with a qualitative phenomenological analysis to comprehensively examine the motivational and behavioral aspects of learning in elementary science education. In conclusion, Wordwall is an effective gamification-based learning medium for enhancing students’ motivation and engagement in science learning, and this study provides empirical evidence for the development of gamification-based instructional models in physics education at the elementary level.
Design and Expert Validation of AI-Supported Collaborative Digital Learning Model for Introductory Multimedia Course SPADA Indonesia Muh. Al Amin; Ahmad Fatoni Dwi Putra
Mobile and Forensics Vol. 8 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/mf.v8i1.15407

Abstract

This study develops and conceptually validates an AI-Supported Collaborative Digital Learning (AI-CDL) model for an Introduction to Multimedia course delivered through the national LMS, SPADA Indonesia. Using a Design and Development Research approach aligned with early-stage Design-Based Research, the study followed four phases: (1) contextual and needs analysis of course outcomes,  commonly referred to as CPL (Capaian Pembelajaran Lulusan) and CPMK (Capaian Pembelajaran Mata Kuliah), existing learning activities, and available LMS affordances; (2) conceptual model design grounded in collaborative learning theory and multimedia learning principles; (3) development of project-based collaborative scenarios and supporting artefacts (learning paths, assessment rubrics, and responsible AI-use guidelines); and (4) conceptual validation through expert review and alignment with recent evidence syntheses on AI-supported collaboration in higher education. The resulting AI-CDL model operationalizes AI support across three layers intelligent content support, AI-supported collaboration, and AI-augmented production workflows mapped to key multimedia topics and implemented through SPADA activities. Expert feedback informed iterative refinements, particularly in task orchestration, assessment transparency, and ethical safeguards. This study contributes a validated design blueprint and transferable design principles for integrating AI into collaborative multimedia learning within a national-scale LMS. Future work will empirically evaluate learning processes and outcomes through classroom implementation and learning analytics.
Co-Authors Ahmad Fatoni Dwi Putra Juniarti Iryani Nurwahid Syam, Nurwahid Rakhmadi Rahman