Jurnal Sosioteknologi

Evaluating Security Challenges in Digital Access Systems for Technology-Enabled Vocational Education: A Systematic Literature Review

The rapid expansion of technology-enabled vocational education has increased reliance on digital access systems that regulate entry to learning platforms, simulations, and assessment environments. This study examines how security challenges in these systems affect learning continuity in vocational education and identifies factors that intensify disruption risks. A systematic review of peer-reviewed studies published between 2020 and 2025 was conducted using five academic databases, applying predefined inclusion criteria and synthesizing findings through descriptive and thematic analysis. Results show that weaknesses in data confidentiality, integrity, and especially system availability frequently interrupt instructional activities, particularly practice-based learning dependent on digital laboratories and assessment tools. Disruptions are often amplified by misalignment between technical infrastructure, user practices, and institutional governance, with institutions lacking governance capacity and user training facing higher risks of learning interruption. Although technical and administrative mitigation strategies exist, they are often implemented without sufficient alignment to pedagogical needs. The study concludes that digital access security should be treated not merely as a technical concern but as a prerequisite for equitable and resilient vocational learning, calling for integrated socio-technical and pedagogically informed security strategies.

The Correspondence Between a Person's Social Status and the Need for Room Facilities in a Simple House

Nur Arief Hapsoro

A house is not just a place of shelter; it must also provide comfort and support the activities of its occupants. Home preferences are significantly influenced by social status, including factors such as education, occupation, and income. This study explores home facility preferences across Generation Z, X, and Millennials, emphasizing how lifestyle changes shape housing needs. Using a descriptive qualitative approach and Grounded Theory for data collection, the study found that social status, including factors like marriage and family responsibilities, affects the choice of home facilities. Observations, interviews, and questionnaires revealed that married respondents prioritize functionality and family-related spaces, such as kitchens, living rooms, and garages. In contrast, unmarried respondents focus more on individualistic aspects, like workspaces and private rooms. This research aims to provide insights into consumer preferences when choosing home facilities that are relevant to various age groups and backgrounds, with an emphasis on how these preferences evolve in response to changing times and lifestyle demands. The study is also intended to serve as a foundation for designing more practical, simple homes for future generations.

The Influence of AI Feedback Quality on Students’ Writing Motivation in an EFL Context

Benedicta Cindy Tamara

The increasing integration of Artificial Intelligence (AI) tools in EFL writing has reshaped feedback practices. However, limited research has examined how students’ perceptions of AI feedback quality influence their writing motivation. This study examines the relationship between perceived AI feedback quality and writing motivation among EFL students in AI-assisted writing contexts. A quantitative descriptive research design with a correlational component was employed. Data were collected from 104 EFL students through a questionnaire measuring perceived AI feedback quality and writing motivation. Descriptive statistical analysis and Pearson correlation were conducted using JASP. The findings revealed that students reported relatively positive perceptions of AI feedback quality alongside high levels of writing motivation were also observed. In addition, the analysis identified a strong positive relationship between perceived AI feedback quality and writing motivation. Students who evaluated AI feedback as clearer, more helpful, and meaningful tended to demonstrate stronger motivational engagement in writing activities. This study suggests that Al feedback should be designed to support clarity, meaningful engagement, and the development of students’ feedback literacy in order to sustain motivation in EFL writing contexts.

Mapping the Landscape of Artificial Intelligence in Communication Science Research: A Bibliometric Analysis from 2020 to 2025

Achwan Noorlistyo Adi

The increasing of AI use in communication practices necessitates that communication academics conduct scientific studies to address the challenges it poses. This study is a bibliometric analysis of communication research focused on AI. Data were obtained from the Google Scholar database from 2020 to 2025, resulting in 967 articles. Publication trends related to AI in the context of communication science research continue to increase annually. Research trends include marketing, generative AI, consumer behavior, impact, AI tools, applications, and chatbots. The most commonly used research method is qualitative research with literature studies. Therefore, research on AI in communication science is relatively new, so researchers primarily study it through literature reviews. Among all focuses, research related to advertising dominates, followed by research on communication management, especially marketing communication. Meanwhile, areas that require further study include journalism, television, and film. Furthermore, the researchers concluded that all studies focused on the opportunities and challenges of AI use, particularly the ethical issues surrounding its use. Future research is expected to utilize other databases and further explore the use of AI in journalism, communication management related to organizational communication, and television and film.

The Implementation of Scaffolded Blended Learning to Build Students' Engagement: Voices from Generation Z

Rizki Farani

The implementation of blended learning in university shows benefits in facilitating students’ engagement. However, students’ diversity presents different levels of engagement. Therefore, they need a variety of learning support. This study is design-based research (DBR) to implement scaffolded blended learning (SBL) for generation Z. The scaffolding consists of four processes: grounding (analyzing learner), conjecturing (designing SBL model), iterating (implementing the SBL model), and reflecting (reflecting the SBL model). The participants of this study were 25 gen Z, enrolled in ICT in Education course, academic year 2024/2025. The data were questionnaires, digital worksheets, assignments and reflective notes. The questionnaires were analyzed by using statistical descriptive technique, meanwhile, other data were analyzed by using validated rubrics. The findings show that students have adequate engagement in blended learning. They are familiar with digital devices and participated well in some tasks. However, they have lack of self-regulation. As the impact, their engagement fluctuates during the semester. They also tend to perceive knowledge as cognitive process without connecting it to their personal development. The findings imply that being active users of technology does not directly lead students to reach learning goals. The ability of using technology should be alligned with self regulation skills to maintain engagement.