Analisis Penerimaan Guru terhadap Interactive Flat Panel dalam Pembelajaran Menggunakan Technology Acceptance Model

Muhamad Firman; Wulan Natalia; Urai Salam; Aunurrahman Aunurrahman; Venny Karolina

doi:10.67686/didaktika.v10i2.2246

Penulis

Muhamad Firman Dinas Pendidikan dan Kebudayaan Melawi, Kalimantan Barat, Indonesia , Dinas Pendidikan dan Kebudayaan Melawi, Kalimantan Barat, Indonesia
Wulan Natalia Sekolah Menengah Pertama Negeri 7 Belimbing, Kalimantan Barat, Indonesia , Sekolah Menengah Pertama Negeri 7 Belimbing, Kalimantan Barat, Indonesia
Urai Salam Universitas Tanjungpura, Kalimantan Barat, Indonesia , Universitas Tanjungpura, Kalimantan Barat, Indonesia
Aunurrahman Aunurrahman Universitas Tanjungpura, Kalimantan Barat, Indonesia , Universitas Tanjungpura, Kalimantan Barat, Indonesia
Venny Karolina Universitas Tanjungpura, Kalimantan Barat, Indonesia , Universitas Tanjungpura, Kalimantan Barat, Indonesia

DOI:

https://doi.org/10.67686/didaktika.v10i2.2246

Abstrak

Transformasi digital dalam pendidikan semakin dipercepat melalui kebijakan Instruksi Presiden Nomor 7 Tahun 2025 yang mendorong pemanfaatan Interactive Flat Panel (IFP) di sekolah. Namun, ketersediaan teknologi tidak secara otomatis menjamin peningkatan kualitas pembelajaran tanpa adanya penerimaan dari guru sebagai pengguna utama. Penelitian ini bertujuan untuk menganalisis pengaruh perceived ease of use dan perceived usefulness terhadap sikap, niat, dan penggunaan aktual IFP oleh guru menggunakan Technology Acceptance Model (TAM). Penelitian ini menggunakan pendekatan kuantitatif dengan metode survei terhadap 268 guru, dan dianalisis menggunakan PLS-SEM. Hasil penelitian menunjukkan bahwa perceived ease of use berpengaruh signifikan terhadap perceived usefulness (β =0,79) dan attitude toward using (β = 0,39). Perceived usefulness juga berpengaruh signifikan terhadap attitude toward using (β =0,54). Selanjutnya, attitude toward using berpengaruh sangat kuat terhadap behavioral intention (β = 0,84), yang kemudian berdampak pada actual use (β = 0,81). Temuan ini menegaskan bahwa kemudahan penggunaan dan kebermanfaatan teknologi menjadi faktor kunci dalam membentuk penerimaan guru terhadap IFP. Penelitian ini memberikan implikasi penting bagi pengembangan kebijakan dan strategi implementasi teknologi pendidikan berbasis perangkat keras di sekolah.

Referensi

Adov, L., Pedaste, M., Leijen, Ä., & Rannikmäe, M. (2020). Does it Have to be Easy, Useful, or do We Need Something Else? STEM Teachers’ Attitudes Towards Mobile Device Use in teaching. Technology, Pedagogy and Education, 29(4), 511–526. https://doi.org/10.1080/1475939x.2020.1785928

Akter, S., Wamba, S., & Dewan, S. M. (2017). Why PLS-SEM is Suitable for Complex Modeling? An Empirical Illustration in Big Data Analytics Quality.

Al-Rahmi, W. M., Alzahrani, A. I., Yahaya, N., Alalwan, N., & Kamin, Y. Bin. (2020). Digital Communication: Information and Communication Technology (ICT) Usage for Education Sustainability. Sustainability, 12(12), 5052. https://doi.org/10.3390/su12125052

Antonietti, C., Cattaneo, A., & Amenduni, F. (2022). Can Teachers’ Digital Competence Influence Technology Acceptance in Vocational Education? Computers in Human Behavior, 132, 107266. https://doi.org/10.1016/j.chb.2022.107266

Charisma, D., Winarto, E. R., Raman, A., Sirniawati, & Jahni, I. (2025). Embracing Digital Tools: Understanding Teachers’ Attitudes on ICT Integration in Classroom Learning. Journal of Pedagogy and Education Science, 4(03), 641–659. https://doi.org/10.56741/iistr.jpes.001015

Damayanti, K., Kurniasari, Mustofa, Z., & Mukminin, A. (2024). Eksplorasi Peran Guru Dalam Meningkatkan Efektivitas Pembelajaran Berbasis Teknologi di MI Ma’arif Beton. Istifkar: Media Transformasi Pendidikan, 4(1), 40–57. https://doi.org/10.62509/ji.v4i1.112

Davis, F. D. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008

Davis, F. D. (1993). User Acceptance of Information Technology: System Characteristics, User Perceptions and Behavioral Impacts. International Journal of Man-Machine Studies, 38(3), 475–487. https://doi.org/10.1006/imms.1993.1022

Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). User Acceptance of Computer Technology: A Comparison of Two Theoretical Models. Management Science, 35(8), 982–1003. https://doi.org/10.1287/mnsc.35.8.982

Galimova, E. G., Oborsky, A. Yu., Khvatova, M. A., Astakhov, D. V, Orlova, E. V, & Andryushchenko, I. S. (2024). Mapping the Interconnections: a Systematic Review and Network Analysis of Factors Influencing Teachers’ Technology Acceptance. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1436724

Gamage, S., & Tanwar, T. (2018). Systematic Reviews (SRs)| Factors Affecting the Use of ICTs in the Classroom by Teachers: A Systematic Review of the Literature.

Granić, A. (2022). Educational Technology Adoption: A Systematic Review. Education and Information Technologies, 27(7), 9725–9744. https://doi.org/10.1007/s10639-022-10951-7

Habes, M., Ali, S., & Anwar, S. (2021). Statistical Package for Social Sciences Acceptance in Quantitative Research: From the Technology Acceptance Model’s Perspective. FWU Journal of Social Sciences, 34–46. https://doi.org/10.51709/19951272/winter-2021/3

Haji-Othman, Y., Sheh Yusuff, M. S., & Md Hussain, M. N. (2024). Data Analysis Using Partial Least Squares Structural Equation Modeling (PLS-SEM) in Conducting Quantitative Research. International Journal of Academic Research in Business and Social, 14(10). https://doi.org/10.6007/ijarbss/v14-i10/23364

Hernández‐Leo, D., & Ginoyan, K. (2025). Supporting Teachers’ Value‐Sensitive Reflections on the Cost–Benefit Dynamics of Technology in Educational Practices. British Journal of Educational Technology, 56(4), 1350–1369. https://doi.org/10.1111/bjet.13592

Hidayatullah, N. M., Bani, B., Angelia, C., Nurhidayati, H., & Ningrum, S. A. R. (2024). Analisis bibliometrik: Penelitian Technology Acceptance Model Tahun 2014-2023 Menggunakan Bibliometrik dan Vosviewer. Comdent: Communication Student Journal, 2(1), 138–158. https://doi.org/10.24198/comdent.v2i1.58290

Holden, H., & Rada, R. (2011). Understanding the Influence of Perceived Usability and Technology Self-Efficacy on Teachers’ Technology Acceptance. Journal of Research on Technology in Education, 43(4), 343–367. https://doi.org/10.1080/15391523.2011.10782576

Jamieson, S. (2004). Likert scales: how to (ab)use them. Medical Education, 38(12), 1217–1218. https://doi.org/10.1111/j.1365-2929.2004.02012.x

Luik, P., & Taimalu, M. (2021a). Predicting the Intention to Use Technology in Education among Student Teachers: A Path Analysis. Education Sciences, 11(9), 564. https://doi.org/10.3390/educsci11090564

Luik, P., & Taimalu, M. (2021b). Predicting the Intention to Use Technology in Education among Student Teachers: A Path Analysis. Education Sciences, 11(9), 564. https://doi.org/10.3390/educsci11090564

Nagy, E., Sik, D., Biczo, Z., Zimányi, K., Pörzse, G., & Molnár, G. (n.d.). Advanced Digital and Artificial Intelligence-Based Solutions for Interactive, Collaborative Learning Support. 103–108. https://doi.org/10.1109/cando-epe65072.2024.10772869

Naveh, G., & Shelef, A. (2020). Analyzing Attitudes of Students Toward the Use of Technology for Learning: Simplicity is the Key to Successful Implementation in Higher Education. International Journal of Educational Management, 35(2), 382–393. https://doi.org/10.1108/ijem-04-2020-0204

Nueva, M. G. C. (2019). Filipino Teachers’ Attitude Towards Technology — Its Faktorts and Association With Technology Integration Practice. Asia-Pacific Social Science Review, 19(3). https://doi.org/10.59588/2350-8329.1248

Salam, U. (2025). The Integration of ChatGPT in English for Foreign Language Course: Elevating AI Writing Assistant Acceptance. Computers in the Schools, 42(2), 145–165. https://doi.org/10.1080/07380569.2024.2446239

Salloum, S. A., Qasim Mohammad Alhamad, A., Al-Emran, M., Abdel Monem, A., & Shaalan, K. (2019). Exploring Students’ Acceptance of E-Learning Through the Development of a Comprehensive Technology Acceptance Model. IEEE Access, 7, 128445–128462. https://doi.org/10.1109/access.2019.2939467

Sangeeta, & Tandon, U. (2020). Factors Influencing Adoption of Online Teaching by School Teachers: A Study During COVID‐19 Pandemic. Journal of Public Affairs, 21(4). https://doi.org/10.1002/pa.2503

Subhaktiyasa, P. G. (2024). Menentukan Populasi dan Sampel: Pendekatan Metodologi Penelitian Kuantitatif dan Kualitatif. Jurnal Ilmiah Profesi Pendidikan, 9(4), 2721–2731. https://doi.org/10.29303/jipp.v9i4.2657

Syafrizal, A., Ernawati, E., & Dwiandiyanta, Y. (2016). Penerapan Model Technology Acceptance Model (TAM) untuk Pemahaman Media Pembelajaran Berbasis Multimedia Interaktif. Scientific Journal of Informatics, 2(1), 9–14. https://doi.org/10.15294/sji.v2i1.4524

Teo, T., & Van Schalk, P. (2009). Understanding Technology Acceptance in Pre-Service Teachers: A Structural-Equation Modeling Approach. The Asia-Pacific Education Researcher, 18(1). https://doi.org/10.3860/taper.v18i1.1035

Tuhuteru, H., Arlooy, P. J., & Imasuly, L. M. (2021). Analisis Sistem Informasi Pendaftaran Online Mahasiswa Baru di Universitas XYZ Menggunakan Technology Acceptance Model. Techno.Com, 20(2), 330–341. https://doi.org/10.33633/tc.v20i2.4579

Ullah, A., & Anwar, S. (2020). The Effective Use of Information Technology and Interactive Activities to Improve Learner Engagement. Education Sciences, 10(12), 349. https://doi.org/10.3390/educsci10120349

Venkatesh, V., & Davis, F. D. (2000). A Theoretical Extension of the Technology Acceptance Model: Four Longitudinal Field Studies. Management Science, 46(2), 186–204. https://doi.org/10.1287/mnsc.46.2.186.11926