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All Journal Journal of Embedded Systems, Security and Intelligent Systems Indonesian Technology and Education Journal Jurnal MEKOM: Media Komunikasi Pendidikan Kejuruan Artificial Intelligence in Lifelong and Life-Course Education Journal of Vocational, Informatics and Computer Education Journal of Applied Artificial Intelligence in Education
Devi Miftahul Jannah
Universitas Negeri Makassar
Computer Science & IT Education Engineering Social Sciences Other

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StudySync Mobile Application Design for Student Academic Activity Management Based on SQLite Database Arsyanda; M. Miftach Fakhri; Pramudya Asoka Syukur; Devi Miftahul Jannah; Elma Nur Jannah; Annajmi Rauf
Journal of Embedded Systems, Security and Intelligent Systems Vol 5, No 3 (2024): November 2024
Publisher : Program Studi Teknik Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/jessi.v5i3.5042

Abstract

The development of information and communication technology has made significant contributions in various sectors, including education. Mobile applications have become an effective solution in improving time management and reducing academic procrastination among students. This research aims to design and develop a mobile application called StudySync that utilizes SQLite database to assist students in organizing their academic activities. The development method used is the Agile method with three sprint cycles, ensuring incremental improvements and continuous validation of features. The application offers task management features, note-taking, reminders, and a search system to facilitate the management of academic information. SQLite was chosen as the main database due to its self-contained, serverless, zero-configuration, and transactional nature, suitable for mobile applications that require fast and reliable database access. The test results show that the StudySync application successfully meets the needs of users in organizing academic assignments and notes and improving student time management.
Student Resistance to ChatGPT in Indonesia: Extended IRT with PLS-SEM Analysis Andi Muhammad Faiz Iqbal; Nurul Hasmi; Devi Miftahul Jannah; Rizki Wahyu Hunian Putra
Journal of Vocational, Informatics and Computer Education Vol 3, No 2 (2025): December 2025
Publisher : Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66053/voice.v3i2.264

Abstract

The integration of Artificial Intelligence (AI) in higher education is growing, including the use of ChatGPT as a tool to assist students academically by improving access to information and promoting independent learning. Nonetheless, some students have shown reluctance due to worries about its reliability, academic morals, and changes in conventional learning principles. This research intends to explore how various barriers, such as usage barrier, value barrier, risk barrier, tradition barrier, image barrier, perceived cost barrier, and ethical considerations, contribute to student hesitance regarding ChatGPT. A quantitative method was utilized through Partial Least Squares Structural Equation Modeling (PLS-SEM), gathering data from an online survey of 77 students from Universitas Negeri Makassar. Findings reveal that only the risk barrier (β = 0. 417; p = 0. 006) and the tradition barrier (β = −0. 400; p = 0. 029) have a significant impact on resistance, with the risk barrier being the most influential, while the other factors showed no notable effects. These results suggest that psychological and cultural factors are more significant than practical obstacles in influencing resistance to generative AI and broaden the Innovation Resistance Theory (IRT) by factoring in ethical issues. The study advises creating teaching strategies that find a balance between using technology and maintaining academic honesty, while also promoting further research through multigroup and longitudinal methods.
Ethical Awareness, Perceived Usefulness, and AI Literacy Predict University Students’ Intentions to Use AI Tools Muhammad Ghazi Saputra; Elsa Wulandari Tambunan; Andi Nurhalisa Dwiani; Devi Miftahul Jannah; Saif Mohammed
Artificial Intelligence in Lifelong and Life-Course Education Vol 1 No 2 (2026): Artificial Intelligence in Lifelong and Life-Course Education
Publisher : PT. Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66053/aillce.v1i2.16

Abstract

Purpose – This study examines how ethical awareness and perceived usefulness shape university students’ intentions to use artificial intelligence tools, and whether artificial intelligence literacy mediates these relationships in higher education.Design/methods/approach – A quantitative cross-sectional survey was administered to 85 diploma and undergraduate students with prior experience using artificial intelligence for academic activities. The research model included perceived usefulness, ethical awareness, artificial intelligence literacy, and behavioral intention to use. Data were analyzed using partial least squares structural equation modeling with 5,000 bootstrapping resamples to evaluate measurement quality, test direct effects, and assess mediation.Findings – Perceived usefulness significantly predicts behavioral intention to use artificial intelligence tools and also strengthens artificial intelligence literacy. Ethical awareness significantly increases artificial intelligence literacy but does not directly predict behavioral intention. Artificial intelligence literacy significantly predicts behavioral intention and mediates the effects of both perceived usefulness and ethical awareness on intention. These findings suggest that ethical awareness alone may increase caution unless supported by sufficient literacy that enables students to evaluate benefits, limitations, and risks of artificial intelligence tools.Research implications/limitations – The cross-sectional design, purposive sampling, and a single-institution sample limit causal inference and generalizability. Future studies should use larger and more diverse samples and longitudinal designs.Originality/value – This study provides empirical evidence that artificial intelligence literacy functions as a key mediating mechanism linking ethical awareness and perceived usefulness to artificial intelligence usage intention, informing responsible adoption strategies in higher education.
Redefining Social Responsibility Through AI Literacy: The Roles of Digital Literacy and Ethical Awareness in Digital Citizenship Misbahuljannah; Riqqah Dhian Shefira; Devi Miftahul Jannah; Muh. Yusril Anam; Rosidah
Journal of Applied Artificial Intelligence in Education Vol 1, No 2 (2026): January 2026
Publisher : Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66053/jaaie.v1i2.7

Abstract

The rapid integration of artificial intelligence (AI) into digital learning environments requires higher education students to develop not only technical competence, but also critical, ethical, and socially responsible capacities as digital citizens. This study aims to examine how AI literacy, digital literacy, and ethical awareness influence students’ social responsibility as a key foundation for responsible digital citizenship. A quantitative cross-sectional survey was conducted with 100 undergraduate students in Informatics and Computer Engineering Education, and the hypothesized relationships were tested using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results show that digital literacy has a positive and significant effect on social responsibility (β = 0.397, p = 0.001) and ethical awareness emerges as the strongest positive predictor (β = 0.615, p < 0.001), while AI literacy exhibits a negative but significant effect (β = −0.151, p = 0.022), suggesting that higher AI literacy may foster more critical or cautious orientations that could reduce socially responsible engagement when not accompanied by strong ethical grounding and citizenship-oriented competencies. The findings imply that higher education curricula should integrate digital literacy, AI literacy, and ethics education in a balanced manner moving beyond purely technical training so that AI literacy translates into constructive social responsibility and strengthened digital citizenship; future studies should extend the sample and adopt longitudinal designs to capture behavioral changes over time.
Digital Data Security Literacy in College Students: An Analysis of Awareness and Behavior in Facing Cyber Threats in the Digital Age Alif Alfi Takdir; Devi Miftahul Jannah
Indonesian Technology and Education Journal Vol 3 No 1 (2025) : February
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Digital data security is a crucial issue in the era of modern technology, especiallyfor students who are vulnerable to cyber threats. This study aims to analyze theeffect of digital data security literacy on students' awareness and behavior inprotecting personal data. The research was conducted with a quantitative methodusing a cross-sectional design, involving 107 students as respondents. Data wereobtained through a Likert scale-based questionnaire and analyzed descriptivelyusing Microsoft Excel and Jamovi. The results showed that the user education andawareness aspect had the highest average (3.82), reflecting students' goodunderstanding of the importance of maintaining data confidentiality. However,the data access aspect had the lowest average score (3.60), indicating the need forimprovement in controls over personal data access. These findings are relevant toprevious literature, which confirms the importance of digital security educationin improving literacy and awareness of cyber threats. This research provides newinsights that can serve as a basis for developing more effective digital securityeducation programs in educational institutions. By improving digital data securityliteracy, students are expected to be better able to protect their data from threatsin the digital era.
Correlation between Educational Technology Literacy and Online Learning Anxiety of Junior High School Students Fadhel Akbar; Dwi Ihza Sari Akis; M. Miftach Fakhri; Pramudya Asoka Syukur; Devi Miftahul Jannah
Jurnal MEKOM (Media Komunikasi Pendidikan Kejuruan) Volume 12, Issue 2, August 2025
Publisher : Fakultas Teknik, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/mkpk.v12i2.9888

Abstract

Education is undergoing significant transformations as technology advances, particularly in the context of increasingly common online learning, fueled by the COVID-19 pandemic and the industrial revolution 4.0. This article investigates the relationship between educational technology literacy and junior high school students' anxiety during online learning. Respondents from SMPN 1 Kahu, a total of 66 students, completed a questionnaire assessing their technology use proficiency and anxiety levels. The results showed that students' technological literacy tended to be good (mean 3.4-4.2), with relatively low anxiety levels (mean 2.6-3.3). The correlation between technological literacy and anxiety varied; some students felt a positive influence, while others believed that technological literacy could reduce anxiety. The research method used a quantitative approach with survey method and random sampling technique. The findings provide insights into students' readiness for online learning and its implications for anxiety. This study strengthens the results of previous research, confirming that technological literacy can influence students' perception of anxiety during online learning.
Co-Authors Alif Alfi Takdir Andi Muhammad Faiz Iqbal Andi Nurhalisa Dwiani Annajmi Rauf Arsyanda Dwi Ihza Sari Akis Elma Nur Jannah Elsa Wulandari Tambunan Fadhel Akbar M. Miftach Fakhri Misbahuljannah Muh. Yusril Anam Muhammad Ghazi Saputra Nurul Hasmi Pramudya Asoka Syukur Riqqah Dhian Shefira Rizki Wahyu Hunian Putra Rosidah Rosidah Saif Mohammed