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Declined MIREJ: Multidisciplinary Innovation Research Journal

Analisis Perbandingan Keamanan Protokol VPN: OpenVPN vs WireGuard vs IPSec dalam Lingkungan Jaringan Perusahaan

Ahmad Fauzi Trismawan, Arry Avorizano

Keamanan jaringan menjadi aspek kritis dalam infrastruktur teknologi informasi perusahaan modern. Virtual Private Network (VPN) merupakan salah satu solusi utama untuk mengamankan komunikasi data melalui jaringan publik. Penelitian ini bertujuan untuk menganalisis dan membandingkan keamanan tiga protokol VPN yang paling banyak digunakan, yaitu OpenVPN, WireGuard, dan IPSec, dalam konteks lingkungan jaringan perusahaan. Metodologi penelitian menggunakan pendekatan eksperimental dengan pengujian pada infrastruktur jaringan yang dikontrol, meliputi aspek enkripsi, autentikasi, integritas data, kerentanan keamanan, serta performa throughput dan latensi. Pengujian dilakukan menggunakan perangkat Cisco, Ubuntu Server 22.04, dan perangkat analisis jaringan Wireshark. Hasil penelitian menunjukkan bahwa WireGuard memberikan performa tertinggi dengan overhead enkripsi lebih rendah (12%) dibandingkan OpenVPN (24%) dan IPSec (18%), namun OpenVPN unggul dalam fleksibilitas konfigurasi keamanan dan kompatibilitas lintas platform. IPSec terbukti paling sesuai untuk implementasi site-to-site VPN pada infrastruktur enterprise yang telah ada. Kesimpulan penelitian memberikan rekomendasi pemilihan protokol VPN berdasarkan kebutuhan spesifik perusahaan, mempertimbangkan trade-off antara keamanan, performa, dan kemudahan manajemen.

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Declined MIREJ: Multidisciplinary Innovation Research Journal

ANALISIS ANCAMAN HACKING DAN MEKANISME PERLINDUNGAN AKUN PADA PLATFORM GAME ONLINE

Ahmad Fauzi Trismawan, Dan Mugisidi, Arry Avorizano

Perkembangan industri game online yang pesat dalam dekade terakhir telah menjadikannya target utama para pelaku kejahatan siber. Jutaan akun pemain di seluruh dunia menghadapi berbagai ancaman seperti credential stuffing, phishing, man-in-the-browser, hingga eksploitasi celah keamanan pada antarmuka pemrograman aplikasi (API) platform game. Tinjauan literatur ini bertujuan untuk menganalisis secara komprehensif jenis-jenis ancaman hacking yang paling umum pada platform game online, serta mekanisme perlindungan akun yang efektif sebagai respons terhadap ancaman tersebut. Dengan mengkaji 50 referensi ilmiah dari berbagai jurnal internasional dan laporan industri, review ini memetakan lanskap ancaman keamanan akun game, mengidentifikasi pola serangan yang dominan, dan mengevaluasi solusi perlindungan seperti autentikasi dua faktor (2FA), deteksi anomali berbasis machine learning, device fingerprinting, dan pendekatan Zero Trust. Hasil kajian menunjukkan bahwa kombinasi antara teknologi autentikasi berlapis, kesadaran keamanan pengguna, dan sistem deteksi berbasis perilaku merupakan pendekatan paling efektif dalam melindungi akun pemain dari ancaman yang terus berkembang.

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Declined MIREJ: Multidisciplinary Innovation Research Journal

ANALISIS ANCAMAN HACKING DAN MEKANISME PERLINDUNGAN AKUN PADA PLATFORM GAME ONLINE

Ahmad Fauzi Trismawan, Arry Avorizano, Dan Mugisidi

Perkembangan industri game online yang pesat dalam dekade terakhir telah menjadikannya target utama para pelaku kejahatan siber. Jutaan akun pemain di seluruh dunia menghadapi berbagai ancaman seperti credential stuffing, phishing, man-in-the-browser, hingga eksploitasi celah keamanan pada antarmuka pemrograman aplikasi (API) platform game. Tinjauan literatur ini bertujuan untuk menganalisis secara komprehensif jenis-jenis ancaman hacking yang paling umum pada platform game online, serta mekanisme perlindungan akun yang efektif sebagai respons terhadap ancaman tersebut. Dengan mengkaji 50 referensi ilmiah dari berbagai jurnal internasional dan laporan industri, review ini memetakan lanskap ancaman keamanan akun game, mengidentifikasi pola serangan yang dominan, dan mengevaluasi solusi perlindungan seperti autentikasi dua faktor (2FA), deteksi anomali berbasis machine learning, device fingerprinting, dan pendekatan Zero Trust. Hasil kajian menunjukkan bahwa kombinasi antara teknologi autentikasi berlapis, kesadaran keamanan pengguna, dan sistem deteksi berbasis perilaku merupakan pendekatan paling efektif dalam melindungi akun pemain dari ancaman yang terus berkembang.

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Declined MATCHA: Journal of Modern Approaches to Communication, Humanities, and Academia

Assessment of School Adjustment of Pupils Living in Orphanage Homes in Kwara State, Nigeria

Usman Tunde Saadu

The increasing number of orphaned children due different challenges raises concerns about their capacity to integrate successfully into formal education systems. Hence, this study assessed the school adjustment skills of pupils living in orphanage homes in Kwara State, Nigeria. The research used descriptive survey design for the population of 835 primary school pupils living in 18 registered orphanage homes across Kwara State. The study targeted 146 primary school pupils, and census sampling was used due to the manageable population size. Data were gathered using a self-constructed instrument titled Pupils School Adjustment Rating Scale (PSARS), which was teacher-rated and comprised 15 items on a 4-point Likert scale. Face and content validity were established through expert review, while reliability was confirmed through a pilot study, yielding a Cronbach’s alpha coefficient of 0.90. Descriptive statistics such as mean and standard deviation were used to answer research questions, while ANOVA and t-tests were applied to test hypotheses at a 0.05 significance level. Results indicated a high level of school adjustment (M = 3.35), with no significant differences based on gender (t = 0.269, p > 0.05) or school location (t = -0.191, p > 0.05). However, a significant difference was found based on duration of stay in the orphanage (F(2,142) = 8.307, p < 0.05), with those staying 6–10 years showing better adjustment. The study concluded that a stable and supportive orphanage environment enhances pupils’ school adjustment. It recommended strengthening caregiver orientation, promoting gender equity in school programs, and ensuring equitable teaching practices across orphanage home schools.

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Under Review DUTIES: Education and Humanities International Journal

Loneliness and Social Connection in Online Higher Education: A Mixed-Methods Study of University Students’ Experiences

Norazmie Yusof, Akbar Fauzan

The rapid expansion of online higher education has transformed not only instructional practices but also students’ social and emotional learning experiences. This study explores university students’ experiences of loneliness and social connection in online higher education contexts through a convergent mixed-methods design grounded in Social Presence Theory. Quantitative and qualitative data were collected concurrently from university students who had experienced online learning for at least one academic semester. The quantitative phase involved an online survey administered to 102 students, while the qualitative phase consisted of semi-structured interviews with 12 purposively selected participants. Quantitative data were analyzed using descriptive statistics, whereas qualitative data were analyzed through thematic analysis. The findings revealed that students experienced moderately high levels of loneliness alongside moderate levels of social connection, peer interaction, instructor interaction, and sense of belonging in online learning environments. Qualitative findings further demonstrated that students frequently perceived online learning as emotionally distant and socially limited due to reduced interpersonal interaction, limited visibility, and minimal emotional engagement. However, meaningful social connection remained possible through collaborative activities, instructor responsiveness, and active participation. The integration of findings suggests that loneliness and social connection coexist dynamically within digitally mediated educational environments. The study highlights the importance of social presence, interpersonal responsiveness, and interaction quality in fostering emotionally supportive online higher education experiences.

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Declined MATCHA: Journal of Modern Approaches to Communication, Humanities, and Academia

THE INFLUENCE OF CULTURE ON THE STYLE OF ENGLISH BUSINESS CORRESPONDENCE WRITING BY INDONESIAN STUDENTS

Tri Anggi Saputra Pulungan, Salsabila

This study aims to examine the influence of culture on the writing style of Indonesian students in business correspondence in English. The study focuses on factors such as writing structure, word choice, and politeness levels. This study employs a descriptive quantitative approach using secondary data collected through a review of recent literature and theories of cross-cultural communication. To identify general trends, the data were analyzed by classifying findings from previous research. The results indicate that the following factors influence writing style: collectivism, power distance, and a tendency toward communication within a broad context. Approximately 75 percent to 75 percent of students tend to use indirect language, 80 percent to 80 percent demonstrate a high level of politeness, and 65 percent to 70 percent use less concise letter structures. The results indicate that the use of English as a foreign language involves cultural transfer. According to this study, business English learning requires an understanding of cross-cultural communication so that students can adapt to international standards.

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Under Review DUTIES: Education and Humanities International Journal

Who Am I as a Learner in the Age of Artificial Intelligence?: Exploring University Students' Identity Construction in AI-Mediated Learning

Roy Venketsamy, Naelul Rohmah

The rapid integration of artificial intelligence (AI) into higher education has transformed how students access information, engage with learning tasks, and construct knowledge. While previous studies have primarily focused on the adoption, effectiveness, and ethical implications of AI-assisted learning, limited attention has been given to how AI influences students’ identities as learners. This study explores how university students construct their learner identities in the era of artificial intelligence. Employing a qualitative phenomenological design, the study involved six higher education students who regularly used generative AI technologies to support their academic learning. Data were collected through semi-structured interviews and a focus group discussion and analyzed using inductive thematic analysis. The findings revealed four interconnected themes: becoming an AI-enhanced learner, negotiating independence and dependence in learning, redefining competence and expertise, and envisioning future-ready learner identities. Participants perceived AI as a learning companion that enhanced their capabilities while simultaneously requiring them to negotiate issues of autonomy, responsibility, and authenticity. The findings further indicated that students increasingly defined competence in terms of critical evaluation and effective human-AI collaboration rather than information acquisition alone. Moreover, participants’ engagement with AI was strongly connected to their aspirations for future academic and professional participation. The study contributes to the growing literature on AI in higher education by highlighting the identity-related dimensions of AI-mediated learning and offering insights into what it means to be a learner in an increasingly AI-driven educational landscape.

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Under Review DUTIES: Education and Humanities International Journal

Supporting Low-Proficiency Learners in EFL Classrooms

Edidiong Emmanual Akpan, Wildan Nurul Aini

This study investigated the instructional strategies employed by EFL teachers to support low-proficiency learners in inclusive classroom settings and examined the extent to which these strategies influenced learners’ participation and language achievement. Employing a mixed-methods approach with an exploratory sequential design, the study combined qualitative and quantitative data to provide a comprehensive understanding of inclusive teaching practices. Qualitative data were collected through semi-structured interviews with six EFL teachers and focus group discussions with students, while quantitative data were obtained from structured questionnaires and classroom-based assessments. The qualitative findings revealed that teachers implemented various inclusive instructional strategies, including scaffolding, peer collaboration, simplified and contextualized instruction, and differentiated tasks to accommodate learners’ diverse needs. The quantitative findings demonstrated that these strategies positively influenced students’ classroom participation and language achievement, particularly in vocabulary mastery, grammar accuracy, reading comprehension, and writing performance. The study further highlighted that supportive and flexible instructional practices contributed to increased learner confidence and engagement in classroom activities. Overall, the findings emphasize the importance of inclusive pedagogy in creating equitable and participatory EFL learning environments. The study also offers pedagogical implications for teachers, curriculum developers, and educational institutions in supporting low-proficiency learners more effectively.

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Published MATCHA: Journal of Modern Approaches to Communication, Humanities, and Academia • 2026

Supporting Spoken Interaction in Academic Settings: Students’ Use of Real-Time AI Transcription in EFL Classrooms

Irma Ratna Ningsih, Ken Paul M. Espinosa

Abstract: This study explores EFL students’ use of real-time AI transcription to support spoken interaction in academic classroom settings and examines their perceptions of its role during oral activities. Adopting an exploratory mixed-methods design, the study integrates qualitative data from classroom observations and semi-structured interviews with quantitative data from a self-report questionnaire. The qualitative findings reveal that students employ AI transcription in self-directed and interaction-sensitive ways, such as monitoring speech accuracy, managing communication breakdowns, supporting turn-taking, and reducing anxiety during real-time interaction. These practices indicate that AI transcription functions not merely as a corrective aid but as an interactional resource embedded within ongoing classroom discourse. Quantitative results further show generally positive student perceptions regarding the usefulness of real-time AI transcription for enhancing clarity, confidence, and engagement in spoken interaction. By foregrounding students’ situated practices and experiences, this study contributes to emerging research on AI-mediated spoken communication in EFL contexts. The findings suggest that real-time AI transcription holds pedagogical potential when integrated flexibly and responsively to learners’ communicative needs, offering insights for educators seeking to support spoken interaction through AI-enabled technologies.

Published: 01 Jun 2026 View Details

Published MATCHA: Journal of Modern Approaches to Communication, Humanities, and Academia • 2026

Enhancing Oral Communication in Real Time: University Students’ Self-Directed Use of AI-Powered Speech Recognition in English Classrooms

Masrurotul Ajiza, Ali Said Al Matari, Muthmainnah Muthmainnah

The increasing availability of AI-powered speech recognition has created new possibilities for supporting oral communication in English classrooms. This study explores how university students use AI-powered speech recognition tools in a self-directed manner during real-time speaking activities and how they perceive the usefulness of these tools for enhancing oral communication. Adopting a convergent mixed-methods design, the study integrates qualitative data from classroom observations and semi-structured interviews with quantitative data from a descriptive Likert-scale questionnaire. The qualitative findings reveal that students use speech recognition strategically to monitor intelligibility, rehearse spoken output, and manage speaking-related anxiety during communicative tasks. Rather than replacing interaction, the tool functions as a flexible support that learners draw on selectively according to situational needs. The quantitative results indicate generally positive perceptions of the tool’s usefulness, particularly in relation to confidence, fluency awareness, and ease of use. By combining observed practices with learners’ reported perceptions, this study offers a classroom-grounded account of AI-powered speech recognition use in real-time speaking contexts. The findings contribute to ongoing discussions on AI-assisted language learning by highlighting the pedagogical potential of speech recognition as a learner-oriented resource for supporting oral communication.

Published: 01 Jun 2026 View Details

Published MATCHA: Journal of Modern Approaches to Communication, Humanities, and Academia • 2026

Exploring Students’ Use of AI Translation and Paraphrasing Tools during Academic Reading

Endang Siti Nurkholidah, Shafiq ur Rehman

The increasing availability of AI translation and paraphrasing tools offers new possibilities for supporting English as a Foreign Language (EFL) students’ academic reading. This issue is particularly relevant in university contexts where students are required to engage with complex English academic texts yet often encounter linguistic and conceptual difficulties. This study aims to investigate how university students use AI translation and paraphrasing tools across the before-reading, during-reading, and after-reading stages of academic reading and to examine how these stage-specific uses support students’ meaning-making processes. Using a qualitative exploratory design, data were collected from 20 university students who were familiar with AI-assisted reading practices through think-aloud protocols, reading journals, and semi-structured interviews, and were analyzed thematically. Findings reveal that students engage with AI tools in a strategic and reflective manner, employing translation for lexical support, paraphrasing for structural simplification, and both tools for reflective consolidation. Students’ use of AI was stage-specific: pre-reading translation enabled previewing and activation of prior knowledge; during reading, paraphrasing supported comprehension monitoring and verification; after reading, students consolidated understanding through summarization and clarification. The study highlights that AI tools function as both cognitive and metacognitive scaffolds, extending learners’ capacity to navigate complex academic texts while promoting learner agency and self-directed reading. These insights offer practical implications for integrating AI tools into academic literacy instruction and suggest avenues for future research on longitudinal effects, disciplinary differences, and adaptive strategies for diverse proficiency levels.

Published: 01 Jun 2026 View Details

Published LEOTECH: Journal of Learning Education and Technology • 2026

Analysis of Influencing Factors of the Use of E-Comic on Learning Platforms Digital Using Technology Acceptance Model (TAM)

Jumiati, Naufal Fidha Sulaeman, Pooveneswaran Nadajaran

This study examines factors influencing the acceptance of e-comic use on digital learning platforms using an extended Technology Acceptance Model (TAM). A quantitative survey was conducted involving 118 elementary school students, and the data were analyzed using Partial Least Squares-Structural Equation Modeling (PLS-SEM) with SmartPLS 4.0. The results indicate that perceived usefulness significantly influences attitude and behavioral intention to use e-comics. Perceived ease of use does not directly affect attitude or behavioral intention but significantly influences perceived usefulness. Accessibility and student support also play important roles in increasing technology acceptance. The structural model explains 52.2% of the variance in behavioral intention (R² = 0.522), indicating moderate explanatory power. These findings strengthen the application of TAM in the context of digital learning media and highlight the importance of perceived usefulness, accessibility, and system support in supporting the adoption of e-comics in primary education.

Published: 01 Jun 2026 View Details