Garuda - Garba Rujukan Digital

EFFECTIVENESS OF MULTIFACTOR AUTHENTICATION TECHNOLOGY FOR PROTECTING STUDENT PRIVACY : A SYSTEMATIC LITERATURE REVIEW Cahyanto, Iman; Madihah, Husnul; Budiarso, Iwan; Sutrisno, Andy; Hidayat, Tofan
Edum Journal Vol. 7 No. 2 (2024): Edum Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/edumjournal.v7i2.286

Student privacy is a major concern in the digital era, especially with the increasing use of educational technologies such as Learning Management Systems (LMS) and IoT devices. Traditional authentication systems are considered inadequate in the face of complex security threats. Therefore, this study evaluates the effectiveness of Multi-Factor Authentication (MFA) in protecting student privacy in an educational environment. This study uses a Systematic Literature Review (SLR) design based on 86 relevant articles selected from Scopus indexed journals (2020–2024). The articles were analyzed thematically using PRISMA Flow Diagram to identify patterns, trends, and gaps related to MFA implementation. The findings show that MFA can improve student privacy protection by reducing the risk of data leaks by up to 80%, lowering unauthorized access, and increasing user trust. Key technologies include biometrics, OTP, and blockchain, which have proven to be effective in improving security. However, MFA implementation faces obstacles such as cost, system complexity, and biometric data privacy concerns. This research makes an important contribution to academic literature and educational data security practices. Recommendations for further research include the exploration of behavior-based authentication methods, studies on user perception, and the implementation of MFA in educational environments with limited infrastructure. The practical implications include strengthening technology security policies in educational institutions and educating users to raise awareness of the importance of data privacy protection. Keywords: Student privacy, Multi-Factor Authentication (MFA), Educational Data Security, Biometric Technology

Assisting Teachers Using AI Auto-Generate as a Formative Assessment Tool on EFL Students’ Reading Comprehension in the Digital Era Cahyanto, Iman; Sutrisno, Andy
Formosa Journal of Applied Sciences Vol. 3 No. 11 (2024): November 2024
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/fjas.v3i11.11845

This study explores the use of AI as a formative evaluation tool for English as a Foreign Language (EFL) students' reading comprehension in the digital age. AI is a crucial technology in education that enhances teaching and learning processes. Formative assessment helps students develop their abilities and skills, while summative evaluations measure performance. AI can be used to test students' reading comprehension using smartphone apps like Novel Applications, Sports and Podcasts, and Netflix. The research aims to help teachers use AI auto-generation as a formative evaluation tool, outlining its benefits and drawbacks. It also suggests that readers should use Formative Apps to measure students' reading comprehension in the digital age to assist teachers.

EXPLORING STUDENTS' PERCEPTIONS OF GOOGLE TRANSLATE AS AI-ASSISTED TRANSLATION IN INDONESIAN VOCATIONAL HIGH SCHOOL Sutrisno, Andy; Cahyanto, Iman; Meiliasari, Ela
Wiralodra English Journal (WEJ) Vol. 9 No. 1 (2025): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v9i1.405

This study examines the utilization of Google Translate as an AI-assisted translation tool by Indonesian vocational high school students in English as a Foreign Language classes. The primary objective was to assess students' perceptions of Google Translate’s efficacy in enhancing their English skills and whether it should supplement or replace traditional teaching methods. Data were collected from a sample of vocational students using a survey approach to assess the tool’s perceived benefits and its frequency and purpose of use. The findings indicate that students often utilize Google Translate to enhance their vocabulary, comprehend challenging material, and verify their grammar, which many assert contributes to increased confidence in speaking English. There were mixed insights into its impact on self-directed learning and enhanced language engagement, with some students utilizing the technology excessively. These results indicate that Google Translate is a valuable tool; nevertheless, educators may need to limit its usage to balance language practice and critical thinking. Future research may investigate the impact of AI translation on specific language skills and its influence on the retention of language proficiency over time. This study enhances the growing research on AI-assisted language learning technologies and their impact on EFL instruction.

Optimizing Argumentative Writing in the Digital Era: The Impact of ProWritingAid to Student Confidence and the Difficulties of AI-Driven Editing Sutrisno, Andy; Fitriati, Sri Wuli; Rozi, Fahrur
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6470

This study examines the impact of ProWritingAid, an AI-driven writing tool, on improving writing accuracy and increasing confidence among vocational high school students studying English as a Foreign Language (EFL) in Indonesia. The study examines the difficulties vocational students encounter in creating coherent and grammatically precise argumentation writings, highlighting the necessity for efficient technology assistance in their writing advancement. A qualitative case study methodology was employed to gather data using semi-structured interviews, observations, and document analysis involving 21 eleventh-grade students at SMK Al-Washliyah Sukra. Thematic analysis utilizing NVivo software was conducted to discern major trends in students' motivation, confidence, and challenges encountered while using ProWritingAid. The results indicate that ProWritingAid markedly improves students' motivation and self-assurance by delivering prompt, constructive feedback on grammar, punctuation, and sentence structure, together with progress monitoring that cultivates a sense of accomplishment. Challenges include restricted access to premium capabilities, the intricacy of advanced ideas, internet connectivity problems, and device limits were recognized as impediments to optimal tool utilization. Notwithstanding these challenges, the tool significantly enhanced writing precision, assisting students in generating clearer and more logical arguing compositions. The study emphasizes the significance of including AI writing tools as supplementary resources in vocational education, while warning against excessive reliance and highlighting the necessity for instructional oversight. The study's limitations encompass its brief duration, cultural distinctiveness, and dependence on a singular version of the tool, potentially impacting generalizability. Subsequent study ought to investigate longitudinal impacts, cross-cultural relevance, and the incorporation of new AI technologies to enhance writing education in vocational EFL settings.

Optimizing Argumentative Writing in the Digital Era: The Impact of ProWritingAid to Student Confidence and the Difficulties of AI-Driven Editing Sutrisno, Andy; Fitriati, Sri Wuli; Rozi, Fahrur
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6470

This study examines the impact of ProWritingAid, an AI-driven writing tool, on improving writing accuracy and increasing confidence among vocational high school students studying English as a Foreign Language (EFL) in Indonesia. The study examines the difficulties vocational students encounter in creating coherent and grammatically precise argumentation writings, highlighting the necessity for efficient technology assistance in their writing advancement. A qualitative case study methodology was employed to gather data using semi-structured interviews, observations, and document analysis involving 21 eleventh-grade students at SMK Al-Washliyah Sukra. Thematic analysis utilizing NVivo software was conducted to discern major trends in students' motivation, confidence, and challenges encountered while using ProWritingAid. The results indicate that ProWritingAid markedly improves students' motivation and self-assurance by delivering prompt, constructive feedback on grammar, punctuation, and sentence structure, together with progress monitoring that cultivates a sense of accomplishment. Challenges include restricted access to premium capabilities, the intricacy of advanced ideas, internet connectivity problems, and device limits were recognized as impediments to optimal tool utilization. Notwithstanding these challenges, the tool significantly enhanced writing precision, assisting students in generating clearer and more logical arguing compositions. The study emphasizes the significance of including AI writing tools as supplementary resources in vocational education, while warning against excessive reliance and highlighting the necessity for instructional oversight. The study's limitations encompass its brief duration, cultural distinctiveness, and dependence on a singular version of the tool, potentially impacting generalizability. Subsequent study ought to investigate longitudinal impacts, cross-cultural relevance, and the incorporation of new AI technologies to enhance writing education in vocational EFL settings.

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