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The use of Smartboards in primary school learning has become an essential part of digital transformation in Indonesian education. However, the success of this implementation strongly depends on user acceptance. This study aims to analyze the factors influencing Smartboard acceptance using the Technology Acceptance Model (TAM), which includes Perceived Usefulness (PU), Attitude Toward Using (ATU), and Intention to Use (IU). A quantitative explanatory correlational design was employed, involving primary school teachers in West Jakarta who have used Smartboards in classroom instruction. Data were analyzed using Structural Equation Modeling (SEM). The findings indicate that all indicators of PU, ATU, and IU demonstrate valid and reliable loading factor values. Structurally, PU has a positive and significant effect on IU, and ATU also shows a significant positive influence on IU. These results highlight that perceived usefulness and positive attitudes are the primary determinants shaping teachers intention to use Smartboard technology. The study implies that enhancing digital competencies, providing structured Smartboard training, and ensuring the implementation of Smartboard-based learning and technical support are crucial to optimizing Smartboard-based learning.

This study concludes that Smartboard acceptance in elementary school learning environments is strongly driven by teachers perceptions of usefulness and their positive attitudes toward the technology.When teachers believe that Smartboards enhance the clarity, engagement, and effectiveness of instructional delivery, their willingness to adopt the technology intensifies.This psychological acceptance forms the foundation for successful integration of Smartboards into daily learning activities and contributes to the improvement of teaching quality.Positive attitudes further reinforce consistent usage, as teachers who feel comfortable, confident, and motivated are more likely to utilize Smartboards in creative and pedagogically meaningful ways.

Further research should investigate the impact of smartboard acceptance on student learning outcomes, incorporating student perspectives alongside teacher evaluations. Additionally, exploring the role of institutional support, teacher training programs, and pedagogical readiness in facilitating successful smartboard integration is crucial. Finally, studies could examine the effectiveness of different smartboard implementation strategies tailored to specific learning contexts and student needs, considering variations in school characteristics and technological infrastructure. These investigations will contribute to a more comprehensive understanding of how to optimize smartboard utilization and maximize its potential to enhance educational experiences in Indonesian elementary schools. By addressing these research gaps, stakeholders can develop evidence-based policies and practices that promote effective technology integration and improve learning outcomes for all students.

  1. Penggunaan Media Smartboard dalam Meningkatkan Kemampuan Membaca Pemahaman | Jurnal Basicedu. smartboard... doi.org/10.31004/basicedu.v6i2.2489Penggunaan Media Smartboard dalam Meningkatkan Kemampuan Membaca Pemahaman Jurnal Basicedu smartboard doi 10 31004 basicedu v6i2 2489
  2. The Effectiveness of Using SmartBoard Interactive Toward Learning Innovation in Schools | JIV-Jurnal... journal.unj.ac.id/unj/index.php/jiv/article/view/46786The Effectiveness of Using SmartBoard Interactive Toward Learning Innovation in Schools JIV Jurnal journal unj ac unj index php jiv article view 46786
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