PENERIMAAN AWAL GURU TERHADAP PADLET TEACHING ASSISTANT DALAM PENYUSUNAN MODUL AJAR: ANALISIS MODEL TAM DI SEKOLAH XYZ
Abstract
This study examines teachers' initial acceptance of Padlet Teaching Assistant (Padlet TA) for lesson module development at XYZ School using the Technology Acceptance Model (TAM). The study was conducted at the pre-adoption stage, after teachers watched a demonstration of Padlet TA but before using it directly. All 30 elementary, middle, and high school teachers completed a five-point Likert questionnaire measuring perceived ease of use (PEOU), perceived usefulness (PU), attitude toward using (ATU), and behavioral intention to use (BI). Data were analyzed using PLS-SEM with SmartPLS 4.0 and one-tailed bootstrapping with 10,000 subsamples. Five of six hypothesized paths were supported: PEOU → PU (β = 0.756, p < 0.001), PU → ATU (β = 0.452, p = 0.003), PEOU → ATU (β = 0.417, p = 0.004), PU → BI (β = 0.291, p = 0.035), and ATU → BI (β = 0.371, p = 0.008). The direct PEOU → BI path was positive but not supported (β = 0.279, p = 0.059). These findings indicate that perceived ease of use and usefulness shape teachers' attitudes and initial intentions toward Padlet TA. Because actual use was not measured, the results do not demonstrate improved module quality but provide initial input for designing a limited trial.
Penelitian ini mengkaji penerimaan awal guru terhadap Padlet Teaching Assistant (Padlet TA) untuk penyusunan modul ajar di Sekolah XYZ menggunakan Technology Acceptance Model (TAM). Penelitian dilakukan pada tahap pra-adopsi, yaitu setelah guru menonton demonstrasi Padlet TA tetapi sebelum menggunakannya secara langsung. Seluruh 30 guru SD, SMP, dan SMA mengisi kuesioner skala Likert lima tingkat yang mengukur perceived ease of use (PEOU), perceived usefulness (PU), attitude toward using (ATU), dan behavioral intention to use (BI). Data dianalisis menggunakan PLS-SEM dengan SmartPLS 4.0 dan bootstrapping satu arah 10.000 subsamples. Lima dari enam jalur yang dihipotesiskan didukung: PEOU → PU (β = 0,756; p < 0,001), PU → ATU (β = 0,452; p = 0,003), PEOU → ATU (β = 0,417; p = 0,004), PU → BI (β = 0,291; p = 0,035), dan ATU → BI (β = 0,371; p = 0,008). Jalur langsung PEOU → BI bernilai positif tetapi tidak didukung (β = 0,279; p = 0,059). Temuan ini menunjukkan bahwa persepsi kemudahan dan manfaat membentuk sikap serta niat awal guru terhadap Padlet TA. Karena penggunaan aktual belum diukur, hasil ini tidak membuktikan peningkatan kualitas modul ajar, tetapi dapat menjadi masukan awal untuk merancang uji coba terbatas.
Keywords
References
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DOI: https://doi.org/10.17509/e.v25i3.105495
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