The development of Islamic Fintech in Indonesia shows promising progress. As of April 2021, there are 146 fintech companies. However, this large number of companies is only able to reach 7% of the total population in Indonesia. This study aims to examine what factors that influence the intention to use Islamic fintech in Indonesia by testing the UTAUT 2 theory developed by Venkatesh with the addition of Islamic Financial Literacy as a moderating variable. Data was collected through an online questionnaire adapted from previous research. 30 data from respondents are collected then tested using the SEM-PLS analysis method with the WarpPLS 7.0 and SPSS 24. The test show that Performance Expectancy (PE), Effort Expectancy (EE), Facilitating Conditions (FC), and Price Value (PV) affect Behavioral Intention (BI) positively and significantly. Furthermore, Social Influence (SI) and Hedonic Motivation (HM) show a positive but not significant effect. Likewise, Islamic Financial Literacy as a moderating variable does not affect the relationship between SI and HM to BI

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Identity refers to how people understand their relationship to the world, how that relationship is constructed across time and space, and how people understand their possibilities for the future. This research examined some claims made that learners of the English language as a second language have associated themselves with the culture and practices of the native speakers thus eroding the identity of the learners as good Moslems. This research aimed at investigating this phenomenon, to what extent the changes existed, if any. The main topics to discuss were the influence of the English language towards religious secondary school students’ identity and to what extent the students could retain their identity as Moslems. There was one theory employed in this research called Self-Identity Theory. 90 religious secondary students and 8 teachers were used as respondents by conducting focused group interviews and face to face interviews with them. They came from urban, sub-urban, elite and rural schools respectively. The findings revealed that there were mixed responses from the respondents on the issues. 85 students, making up 94.5 % of the whole respondents, asserted that the English language did not change the students’ Islamic identity. Meanwhile only 5 students, comprising 5.6% of the respondents, were of the opinion that the students had been influenced by the culture of native speakers of the English language thus eroding their identity as good Moslems. In a positive note, it was also found that there were some good values instilled in the teaching of the English language such as confidence, helping each other, teamwork, etc.