INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)  
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue XI November 2025  
Analysis of Digital Ethics and Student Data Security in the Use of  
Academic Information Systems  
Meyti Eka Apriyani1,2, Hakkun Elmunsyah1  
1Departmentof Electrical EngineeringandInformatics, Universitas Negeri Malang, Indonesia  
2Departmentof Informatics Engineering, Politeknik Negeri Malang, Indonesia  
DOI: https://dx.doi.org/10.51244/IJRSI.2025.12110085  
Received: 01 December 2025; Accepted: 05 December 2025; Published: 09 December 2025  
ABSTRACT  
The Academic Information System (SIAKAD) is a crucial digital infrastructure used to support academic  
administration processes in higher education. As technology utilization increases in data management, concerns  
regarding digital ethics and student information security are becoming increasingly important. This research  
effort aims to evaluate students' awareness of digital ethics, data security practices, and their level of trust in  
SIAKAD security. The study used a quantitative approach by distributing questionnaires to students, with  
analysis including descriptive statistics, validity tests, and reliability tests to map behavioral trends. The results  
indicate that students have a high level of digital ethics awareness, but this is not fully reflected in their security  
behaviors. Risky habits are still common, particularly storing passwords in browsers, using shared devices  
without protection, and not logging out after accessing SIAKAD. Furthermore, students' level of trust in system  
security is relatively low, particularly related to concerns about internal access and potential academic data leaks.  
The study recommends improving digital security literacy education, implementing multi-factor authentication,  
transparency of privacy policies, and adding security features to strengthen data protection and increase student  
trust in SIAKAD.  
Keywords: Data Security, Digital ethics, SIAKAD, Student, Privacy  
INTRODUCTION  
This group of users is at high risk of digital security breaches. This vulnerability is influenced by weak security  
practices, including the use of weak passwords, the habit of storing passwords in browsers, and accessing  
SIAKAD through unsecured public networks (Özkan & Yildirim, 2022; Alzahrani, 2023). In addition to  
technical aspects, behavioral factors also play a significant role. Many students are not fully aware of the  
potential long-term security risks or lack discipline in implementing safe usage habits. This situation is closely  
related to the concept of the privacy paradox, which is a situation where someone expresses a strong concern for  
privacy, but their actions do not reflect the same level of concern. Recent studies have shown that students have  
relatively good privacy awareness but still engage in risky behaviors, such as sharing accounts or not logging  
out of shared devices (Taufik & Juhana, 2025). This illustrates an awareness-behavior gap, the gap between  
knowledge about the importance of maintaining privacy and actual actions to maintain data security (Mäkelä &  
Salmela, 2022). Furthermore, students' trust in the security of SIAKAD also influences their behavior when  
accessing the system. Woodward and Caine (2024) found that low trust in the academic system encourages user  
caution, but can also lead to maladaptive behaviors such as avoiding access or using inappropriate methods. This  
emphasizes the importance of an academic system that is not only technically secure but also clearly manages  
information, thereby increasing user trust. Efforts to improve SIAKAD security do not rely solely on technology.  
Measures such as digital literacy, security education, and the formation of security habits have proven effective  
in reducing the likelihood of data breaches. The use of multi-factor authentication (MFA), for example, has been  
shown to improve account protection, but its effectiveness is largely determined by user acceptance and  
discipline in using it (Al-Khalifah, 2024). Given these conditions, research on digital ethics and data security in  
the use of SIAKAD is highly relevant, especially in the context of higher education in Indonesia. This study  
aims to: (1) analyze the level of digital ethics awareness of students in using SIAKAD, (2) evaluate the data  
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ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue XI November 2025  
security behavior implemented by students, and (3) identify the level of student trust in the security of the  
SIAKAD system. The results of the study are expected to provide a more comprehensive empirical  
understanding and become the basis for recommendations in the preparation of data security policies, increasing  
digital literacy, and improving the development of SIAKAD in the future.  
METHOD  
This chapter explains the research methodology steps taken to ensure the analysis aligns with the research  
objectives regarding student data ethics and security in using the Academic Information System  
Fig. 1. Research Methodology  
Data Type  
The initial step in this research was to identify the relationship between the use of the Academic Information  
System (SIAKAD) and aspects of digital ethics and student data security. To understand this relationship, the  
study collected data containing student responses regarding their behavior in using SIAKAD, their level of  
understanding of data privacy and security, and the practices they employ to secure their accounts, such as  
password use and logging out habits. Furthermore, the data also included student perceptions regarding digital  
ethics in managing academic information and various risk factors that may arise during the SIAKAD access  
process, including the use of shared devices or unsecured networks. All data collected was quantitative and  
obtained through a questionnaire designed to measure student perceptions, knowledge, and behavior in a  
structured and measurable manner.  
Data Source  
The data source for this study came from an online questionnaire distributed to active students as the primary  
respondents. The questionnaire was designed to gather information on various aspects of SIAKAD usage,  
including the frequency of student access to the system, their level of awareness of ethical academic data  
management, and data security habits such as strong password usage, logging out habits, and the types of devices  
used to access the system. Furthermore, the questionnaire included questions regarding student perceptions of  
the risk of data breaches and their level of compliance with SIAKAD usage regulations. To ensure broad and  
diverse participation, the questionnaire was distributed through various communication channels, including  
campus social media, student WhatsApp groups, and academic email.  
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INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)  
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue XI November 2025  
Data Collection  
The data collection process for this study was conducted online to facilitate participant response and ensure time  
efficiency and broader engagement. The questionnaire was distributed over a week through digital platforms so  
that students could complete it according to their schedule. The data collection steps began with creating a  
questionnaire tool using Google Forms tailored to the research variables. Next, the content was evaluated by  
lecturers with expertise in information systems and data security to ensure the appropriateness and clarity of the  
questions. The questionnaire was then distributed to students through various communication channels. After  
the completion period, all responses were collected and checked for validity, including removing duplicate  
responses and eliminating incomplete answers. The validated data was then stored and processed as the basis for  
further analysis.  
Data Preparation  
After all data was collected, the next step was data preparation to ensure that the data for analysis met research  
quality standards. This process began with data cleaning, which removed invalid entries, duplicate responses,  
and incomplete answers to prevent them from interfering with the analysis results. The next stage was data  
validation, where each response was checked to ensure that respondents met the research criteria, particularly  
students who had used SIAKAD for at least one semester. Next, data coding was performed, converting  
qualitative responses into a numerical format so they could be processed using statistical analysis techniques.  
After the coding process was complete, the data were compiled into a final dataset ready for use in descriptive  
analysis.  
Data Analysis  
The data obtained from the questionnaires were analyzed using a descriptive statistical approach to describe  
SIAKAD usage patterns and student perceptions regarding digital ethics and data security. This analysis was  
conducted by reviewing several key aspects that reflect the quality of system use by students. First, the frequency  
of SIAKAD usage was analyzed, including daily access duration, device type, and selected internet connection  
when accessing the system. Next, the level of understanding of digital ethics was evaluated, including students'  
awareness of grade confidentiality, prohibitions on accessing other people's accounts, and individual  
responsibility for maintaining the confidentiality of academic data. The analysis also covered students' data  
security levels, such as strong password habits, consistent SIAKAD log-out practices, password storage in  
browsers, and the use of personal or shared devices. Furthermore, students' level of trust in security was assessed.  
Measurement Data  
The measurement of the variables in Table 1 represents the quality testing of the research instrument. This was  
conducted in two stages: validity and reliability.  
Table I Variable Measurement  
Variable  
Operational Definition  
Indicators  
Scale  
Digital  
(ETIK)  
Ethics The level of students’ understanding and • Data confidentiality• Account Likert  
compliance with ethical principles in the use of access• Digital responsibility• 1–5  
academic data within the Academic Compliance with regulations  
Information System (SIAKAD)  
Data  
Security Students’ behaviors in maintaining the security • Secure password• Logout Likert  
(SEC)  
of their SIAKAD accounts  
practices• Network security• Use 1–5  
of personal devices  
SIAKAD Usage Students’ habitual patterns in using SIAKAD • Usage frequency• Duration• Likert  
Behavior (USE)  
Device used• Access location  
1–5  
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INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)  
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Validity testing was used to ensure that each question item measures the intended variable, while reliability  
testing was used to determine the level of consistency of respondents' responses to the instrument. Validity  
testing was conducted using the Pearson Product Moment technique, which aims to measure the relationship  
between each item's score and the total score of the variable. The formula used is:  
∑
−(∑ )(∑ )  
=
(1)  
2
2
2
2
√[  
∑
−(∑ ) ][  
∑
−(∑ ) ]  
Each item is declared valid if the calculated r-value is greater than the r-table at a significance level of α = 0.05.  
Thus, the greater the calculated r-value compared to the r-table, the stronger the relationship between the item  
and the measured variable. The calculation results show that all items have calculated r-values above the r-table,  
so all items are declared valid and suitable for use in subsequent analyses. Reliability testing was conducted  
using the Cronbach's Alpha method, which functions to assess the internal consistency of all items in each  
variable. The formula used is:  
2
=
−1 (1 − ∑  
)
(2)  
2
where k is the number of items, 2is the variance of each item, and 2is the total variance. The reliability  
assessment criteria are as follows:  
α ≥ 0.90: Very Good  
0.70–0.89: Good  
0.60–0.69: Adequate  
< 0.60: Poor  
The test results indicate that the Cronbach's Alpha value for each variable is in the good to excellent category,  
indicating that the instrument has a high level of internal consistency and can be used reliably in this study.  
RESULT  
This research was conducted by distributing an online questionnaire via Google Forms to students. A total of  
120 students participated. The survey results are presented in tabular form, similar to the structure of a reference  
paper, with detailed discussions of each section.  
Table II SIAKAD Access Duration  
No SIAKAD Access Duration Frequency Percentage  
1
2
3
< 10 minutes/day  
10–30 minutes/day  
> 30 minutes/day  
28  
67  
25  
23.3%  
55.8%  
20.8%  
Table 2 above shows that the majority of students (55.8%) access SIAKAD for 10–30 minutes per day, primarily  
to view class schedules, KRS (Student Plan Plan), KHS (Student Plan Program), and attendance. This indicates  
that SIAKAD is used routinely, but does not include applications with long usage times like social media. This  
duration is quite consistent with the pattern of academic platform access, which is primarily for necessity, not  
entertainment.  
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INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)  
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue XI November 2025  
Fig. 2. Student Access SIAKAD  
Figure 2 above shows that students' primary purpose for accessing SIAKAD is for their KRS/KHS (67.5%),  
indicating that SIAKAD functions as a primary academic portal. Administrative and other uses are relatively  
minor. This confirms that students perceive SIAKAD as a medium, not a platform with social or interactive  
features.  
Table III Overview Student Frequency  
No Frequency of Data Input Frequency Percentage  
1
2
3
4
Often (weekly)  
Monthly  
14  
22  
72  
12  
11.7%  
18.3%  
60.0%  
10.0%  
Per semester  
Never  
Table 3 presents the frequency data of students, showing that most students (60%) only input their personal data  
when there are academic activities such as course registration (KRS) or profile updates. This indicates a low  
level of personal data input activity; however, it still carries risks if students do not fully understand the security  
of their personal data during these processes  
Table IV Student Confidence  
No Confidence Level Frequency Percentage  
1
2
3
Confident  
Not Confident  
Others  
42  
71  
7
35.0%  
59.2%  
5.8%  
Table 4 shows that 59.2% of students are not confident that their academic data is completely secure in SIAKAD.  
This lack of confidence stems from concerns about grade leaks, personal data leaks, or data use by third parties.  
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Table V Student Understanding Data Security  
No Understanding  
Frequency Percentage  
1
2
Understand & Aware 107 89.2%  
Do Not Understand  
13  
10.8%  
Table 5 shows that students' understanding of data security is very high (89.2%). Other indicators are shown in  
Figure 2 below:  
Fig. 3. Student Indicator  
Figure 3 presents a summary of five key indicators related to student data awareness and security in using  
SIAKAD. The graph is a horizontal bar chart with two categories for each indicator: Positive and Negative,  
facilitating visual comparison. The Data Confidentiality indicator shows that 85% of students are always careful  
when inputting or accessing data in SIAKAD, while 15% are careless, for example by using public Wi-Fi or  
saving passwords in their browsers. The second indicator, Data Conformity, shows that the majority of students  
(90.8%) input data according to actual conditions, while 9.2% have been inconsistent due to concerns about  
personal data security. The Internal Access indicator reveals that 54.2% of students are aware that some of their  
data can be accessed by lecturers or administrators, while 45.8% feel that the data cannot be accessed by others.  
This illustrates internal privacy concerns (internal data exposure). The Account Security indicator shows that  
60.8% of students implement security settings such as strong passwords, but 39.2% still ignore basic security  
practices. Finally, the Account Access by Others indicator shows that 78.3% of students keep their accounts  
private, while 21.7% still lend access or allow others to access SIAKAD on their devices. Overall, this graph  
indicates that student awareness is quite high, but there is still room for improvement, especially in account  
security practices and protection from unauthorized access. 21.7% of students allow others to access their  
SIAKAD accounts (e.g., borrowing a cell phone without logging out). This graph indicates a serious risk for  
misuse of academic data.  
Fig. 4. Visualization Cronbach’s Alpha  
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INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)  
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Figure 4 shows a visualization of the research instrument's reliability based on Cronbach's Alpha values for four  
groups of variables: Digital Ethics, Data Security, SIAKAD Trust, and Total Instrument. The graph uses a bar  
chart to facilitate comparison of the level of internal consistency between variables. In general, the Cronbach's  
Alpha values in the graph are above 0.80, indicating that the instrument has a very good level of reliability. The  
Digital Ethics variable shows a reliability value of 0.872, indicating that the items in this variable are consistent  
in measuring aspects of students' digital ethics. The Data Security variable has a value of 0.813, indicating that  
questions in this aspect are able to provide consistent and stable answers from respondents. For the SIAKAD  
Trust variable, the reliability value is recorded at 0.801, which also indicates a reliable category and can be relied  
upon in measuring students' perceptions of academic system security. Meanwhile, the highest value is found in  
the Total Instrument with a Cronbach's Alpha of 0.894, confirming that the entire research instrument has very  
strong internal consistency. With a value well above the minimum reliability threshold (0.70), this graph  
confirms that all items in the questionnaire are suitable for further analysis. These findings provide a strong basis  
for the data obtained to have high stability, consistency, and reliability in describing the state of digital ethics,  
data security, and student trust in SIAKAD. Overall, the results of the study indicate several important  
phenomena related to digital ethics and student data security in the use of the Academic Information System  
(SIAKAD). These findings indicate a significant gap between students' knowledge, perceptions, and actual  
behavior regarding academic information security. While students' digital ethics awareness is very high (89.2%),  
their security behavior still shows substantial weaknesses. Many students understand the importance of data  
confidentiality and ethical principles in academic systems, but in practice they still engage in risky actions, such  
as saving passwords (39.2%) or not logging out of shared devices. This phenomenon aligns with the concept of  
the privacy paradox, which is a condition where individuals have high privacy awareness but not accompanied  
by consistent protective behavior. Furthermore, this condition also indicates an awareness-behavior gap, namely  
the gap between what is known as correct behavior and the actual actions taken in using SIAKAD. Furthermore,  
concerns about data security in SIAKAD remain relatively high. As many as 59.2% of students stated they were  
unsure that SIAKAD was capable of maintaining the confidentiality and integrity of their data. This doubt was  
primarily triggered by three main factors: the potential for excessive access by internal parties, concerns about  
grade and personal data leaks, and uncertainty about user account protection mechanisms. This distrust can  
impact the quality of student interactions with the system, as high risk perceptions can affect the comfort and  
frequency of using campus digital services. Furthermore, student security is still heavily influenced by external  
factors. Students tend to be cautious only when facing compelling situations, for example, when using a public  
device after experiencing a data loss incident. This indicates that students' security orientation is more reactive  
than proactive. In other words, high awareness does not automatically result in safe behavior, unless there are  
experiences or conditions that exert direct pressure. This study is consistent with various previous literature and  
research, including studies of digital ethics among Instagram users in higher education settings. In both contexts,  
students demonstrated a high level of privacy awareness, yet still exhibited a tendency toward less secure  
behavior and continued distrust of digital systems. These results reinforce the idea that digital security issues  
among students are not solely caused by a lack of knowledge, but rather by weak internalization of security  
habits (security habit formation) and a low perception of long-term risks. Overall, these results underscore the  
need to strengthen digital security literacy, emphasizing not only knowledge but also building secure habits and  
behaviors in the use of academic systems. Furthermore, transparency in data management and enhancement of  
security features in SIAKAD are important steps to increase student trust in educational institutions' information  
systems.  
CONCLUSION  
This study shows that although students have a high level of digital ethics awareness, their data security behavior  
remains inconsistent. Students understand the importance of maintaining confidentiality and ethical use of  
technology, yet they still engage in risky habits such as storing passwords in browsers, using public devices  
without protection, and not logging out after using SIAKAD. These findings confirm the existence of a privacy  
paradox and an awareness–behavior gap, a situation where the level of knowledge is not accompanied by  
adequate security behavior. Furthermore, student confidence in SIAKAD security remains low, particularly  
regarding the potential for internal access and concerns about academic data leaks. This situation indicates the  
need to strengthen technical and non-technical security aspects in the implementation of academic systems.  
Going forward, universities are advised to improve digital security education through regular training, digital  
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literacy campaigns, and the provision of easily accessible learning materials for students. The implementation  
of multi-factor authentication (MFA) and the addition of security nudges such as password change reminders,  
suspicious login notifications, and logout warnings can help strengthen student security behavior. Furthermore,  
institutions need to increase transparency regarding privacy policies and data protection mechanisms to increase  
student confidence in system security. SIAKAD developers also need to conduct regular security audits and  
integrate digital ethics education modules into the system. These efforts are expected to create a safer, more  
trustworthy digital academic environment and support the development of a culture of security literacy among  
students.  
ACKNOWLEDGMENT  
The authors would like to thank the Ministry of Education, Culture, Research, and Technology of the Republic  
of Indonesia (Kemendikbudristek) for the financial support provided through the PDDI Scholarship 2025. The  
authors also express their gratitude to the supervisors, reviewers, and colleagues who provided valuable feedback  
throughout the development of this paper. Appreciation is also extended to all technicians and students who  
assisted in the preparation of equipment and data collection during the research process.  
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