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(INFOTECH - S4) - Irwiensah, Hasan [2025-11-30]
No full textCorrupt behaviour by government officials often occurs and becomes a problem that can disturb the public and threaten the integrity of the government system. Social media has become an important means for the public to voice their opinions and sentiments on social issues, including corrupt behaviour by government officials. This study aims to analyze the corrupt behaviour of government officials based on public sentiment on social media using the Naïve Bayes Classifier method. Data was obtained from Twitter with keywords closely related to corruption cases involving government officials, data obtained in a certain period. The Naïve Bayes Classifier method was applied to classify tweets related to corrupt behaviour by government officials to later be categorized into positive sentiment, and negative sentiment. The results of this study conclude that the TF-IDF Weighting Process, 3 words are very dominant and often appear in public sentiments, namely the words "Corruption", "Official" and the word "Tax". This shows that the public is very angry and disappointed, and this results in a very low level of trust in corrupt behaviour carried out by government officials. Especially those carried out by tax official
(Buku) - Audit IT [2025-10-13]
No full textBuku Audit IT hadir untuk menemani pembaca memahami informasi teknologi audit dunia dengan cara yang sederhana namun tetap mendalam. Ditulis bersama para dosen dan praktisi yang berpengalaman, buku ini menyajikan perjalanan lengkap mulai dari dasar-dasar audit hingga praktik nyata di lapangan, termasuk isu-isu modern seperti keamanan jaringan, cloud, dan tata kelola IT. Dengan bahasa yang mudah dicerna, buku ini tidak hanya bermanfaat bagi pelajar dan peneliti, tetapi juga menjadi sahabat bagi para profesional yang ingin mengasah keterampilan serta memperkuat pemahaman tentang pentingnya audit TI di era digital
The Impact of the Integration of Metacognitive Strategy in the Flipped Classroom Model on Vocational High School Students’ Writing Skill, Writing Anxiety, and Writing Self-Efficacy
No full texthe purpose of this study was to investigate the role of metacognitive strategy integration in the best class model on writing ability, anxiety, and self-efficacy in writing. The method used in this study was a quasi-experiment involving 250 vocational high school students using a random sampling method with 60% female and 40% male. The experimental group used five different types of metacognitive strategies with the flipped classroom model, while the control group received metacognitive strategy instruction intervention with traditional classes. The instruments used in this study were a writing self-efficacy scale, a writing ability measurement scale, two writing tasks, and a writing anxiety scale. Data analysis used the one-sample Kolmogorov–Smirnov (K-S) Test and the one-way ANCOVA test. The results showed that the integration of metacognitive strategies based on flipped classrooms was able to significantly improve writing ability compared to writing ability that received metacognitive strategy intervention in traditional classes. The improvement of students’ writing skills is seen in several components, namely content, organization of ideas, vocabulary usage, and mechanics. Metacognitive strategies that included planning, monitoring, and evaluation are able to improve the quality of students’ essay writing. The integration of metacognitive strategies in the flipped classroom model encouraged students to fully participate in various online learning activities before attending class and could reduce anxiety and writing self-efficacy substantially. This learning activity improves high-level cognitive skills, which can directly prepare students before entering the learning process activities. This study implies that the integration of technology with language learning models will not only be able to improve language skills but also be able to improve aspects that support the improvement of these language skills and reduce writing anxiety because students are equipped with various features in technology
Improving Language Creativity through AI- Assisted Generative Reading of Digital Fiction
No full textThe aspect of creativity is one of the main competencies needed by students to solve problems in real life. This study aims to investigate the effectiveness of the generative fiction story reading method assisted by Gen-AI technology and online platforms on students' language creativity levels. This study used a quasi- experimental method involving 250 high school students in Tangerang, Indonesia. Students were divided into two groups; the experimental group received an intervention of the Gen-AI assisted fiction story generative reading method, while the control group used the conventional fiction story reading method using print media. The data analysis used in this study was the t-test and one-way ANCOVA test to investigate the impact of the intervention on students' ability to continue the story and make a tabloid reading fiction story. The research findings show that Gen-AI assisted fiction story generative reading strategy and online platforms can improve students' language creativity more significantly than traditional reading methods. The increase in creativity is seen in all dimensions, such as the use of language, plot, characters, and complex events in the continuation of the story it produces. The increase in language creativity occurs due to the use of Gen-AI technology, online platforms, and stages of generative reading strategies (preliminary, personal, group, and reflective reading) in exploring creativity and accessing resources. Therefore, the generative reading strategy of fictional stories assisted by Gen-AI technology can improve language knowledge and creativity. This study implies that generative reading strategies must be integrated into the instructional design of learning to improve students' language creativity and the use of technology. The recommendation is that creative development must be accommodated in the curriculum design and learning practices at senior high school level