Pengaruh information and communication technology self-efficacy terhadap penerimaan teknologi tenaga pendidik pada proses pembelajaran blended

Adeline, Clarissa (2022) Pengaruh information and communication technology self-efficacy terhadap penerimaan teknologi tenaga pendidik pada proses pembelajaran blended. Masters thesis, Universitas Pelita Harapan.

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Abstract

Pada era transformasi digital ini, implementasi teknologi dalam pendidikan menjadi sebuah hal yang mutlak. Tidak hanya itu, penggunaan teknologi ICT juga membawa banyak manfaat bagi perkembangan kualitas pendidikan di Indonesia. Meski begitu, transformasi digital dalam sektor pendidikan di Indonesia dapat dikatakan cukup terlambat. Ditambah lagi, pandemi Covid 19 memaksa stakeholder pendidikan untuk dapat beradaptasi dengan sistem pembelajaran yang baru. Namun, di sisi lain pandemi ini juga membuka kesempatan baru untuk meningkatkan transformasi digital dan mutu pembelajaran. Untuk mencapai hal tersebut, kita perlu terlebih dahulu mengetahui apakah teknologi dapat diadopsi dengan baik, secara khusus oleh tenaga pendidik sebagai garda terdepan transformasi digital. Dengan kata lain, kesiapan tenaga pendidik dan penerimaan teknologi menjadi prasyarat utama untuk implementasi teknologi yang maksimal. Maka dari itu, penelitian ini bertujuan untuk melihat pengaruh dari ICT Self-Efficacy tenaga pendidik terhadap penerimaan teknologi pada proses pembelajaran blended learning. Penelitian ini menggunakan pendekatan kuantitatif dengan metode eksplanatori survei. Data primer didapatkan melalui kuesioner yang didapat menggunakan teknik non probabilitas, dan didapati 70 responden yang merupakan dosen di universitas dan perguruan tinggi di Indonesia. Hasil penelitian menunjukan bahwa terdapat pengaruh ICT self-efficacy terhadap penerimaan teknologi melalui mediasi dari Perceived Ease of Use, Perceived Usefulness dan Behavior Intention. Penelitian ini juga menemukan bahwa terdapat pengaruh langsung ICT self-efficacy terhadap Perceived Ease of Use dan Perceived Usefulness. / In this era of digital transformation, implementing technology in education is an absolute must. Not only that, the use of ICT technology also brings many benefits to the development of the quality of education in Indonesia. Even so, digital transformation in the education sector in Indonesia can be said to be quite late. In addition, the Covid-19 pandemic has forced education stakeholders to adapt to the new learning system. However, on the other hand, this pandemic also opens up new opportunities to improve digital transformation and the quality of learning. And to achieve that, we first need to find out whether technology can be appropriately adopted, especially by educators as the front line of digital transformation. In other words, educators’ readiness and acceptance of technology are the main prerequisites for maximum technology implementation. Therefore, this study aims to see the effect of the educators’ ICT Self-Efficacy on their technology acceptance in the blended learning process. This study uses a quantitative approach with an explanatory survey method. Primary data was obtained through a questionnaire using non-probability techniques to 70 respondents who are lecturers at universities in Indonesia. The results showed an influence of ICT self-efficacy on technology acceptance through the mediation of Perceived Ease of Use, Perceived Usefulness, and Behavior Intention. This study also found a direct influence of ICT Self-Efficacy on Perceived Ease of Use and Perceived Usefulness.

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