Technology Influence and Self-aspect on Blog Acceptance as a Teaching Medium for Islamic Education in Muslim Y Generation at IPTA

Ali, Ab Hamid; Idris, Maizlinda Izwana; Rahman, Mohd Nazri Abdul

doi:10.6007/ijarbss/v6-i12/2486

Cited by 2 publications

(2 citation statements)

References 20 publications

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“…However, one item of the CC construct was removed as its AVE's loading was below the 0.5 threshold. Similarly, other studies have also found extended TAM valid and reliable in their investigations (Ali et al, 2016;Haris et al, 2022;Ngabiyanto et al, 2021;Subiyakto et al, 2022). However, these studies have no consistency regarding the effects of some constructs of their research models.…”

Section: Related Work On Dt Acceptancesupporting

confidence: 52%

Digital Learning Acceptance in Islamic Education: Validity and Reliability Testing of the Modified Technology Acceptance Model

2023

CJESS

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Digital technologies (DT) have revolutionised various sectors, including education. In Islamic education, integrating DT can potentially enhance the teaching and learning processes. However, incorporating these technologies into Islamic education requires careful consideration due to the unique nature of the subject matter and cultural sensitivities. Thus, this pilot study assessed the validity and reliability of the TAMISE (Technology Acceptance Model in Islamic Education) through confirmatory factor and composite analyses. The TAMISE framework extended the Technology Acceptance Model (TAM) with perceived Islamic education compatibility to address the acceptance of digital technologies in Islamic education. The study employed a survey questionnaire administered to a sample (N = 65) of Islamic education students from Indonesia and Malaysia. The data collected were analysed using confirmatory factor analysis (CFA) and confirmatory composite analysis (CCA). The results indicated that the TAMISE model demonstrated adequate validity and reliability, thus supporting its applicability as a theoretical model for understanding digital technology adoptions in Islamic educational systems. Furthermore, the findings theoretically contribute to Islamic education and technology acceptance by providing insights into factors influencing students' adoption and use of digital technologies.

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Section: Related Work On Dt Acceptancesupporting

confidence: 52%

Digital Learning Acceptance in Islamic Education: Validity and Reliability Testing of the Modified Technology Acceptance Model

2023

CJESS

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“…Contrarily, another study (Ngabiyanto et al, 2021) in Indonesia found a significant but negative effect of PEU on BI to implement online learning. Further, another study (Ali et al, 2016) added two factors: Basic Islamic Knowledge and Self-Efficacy, into TAM to assess blog acceptance for learning Islam and discovered that PEU had significant effects on BI and PU was insignificant on BI, opposite to other scholars (Haris et al, 2022) who found that PU significantly affected BI but PEU had no substantial effect on BI.…”

Section: Related Studies On Dt Acceptance In Islamic Educationmentioning

confidence: 97%

Technology Acceptance Model in Islamic Education (TAMISE) for Digital Learning: Conceptual Framework Proposal

2023

CJESS

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Digital learning has become crucial to all education systems, particularly after the pandemic eruption. However, accepting digital technologies among students and teachers in Islamic education remains challenging. The Technology Acceptance Model (TAM) is a well-known model that explains digital technology acceptance among users. This conceptual study aims to suggest a theoretical model that integrates TAM with perceived Islamic education compatibility and perceived digital self-efficacy variables, known as Technology Acceptance Model in Islamic Education (TAMISE). The review of related studies involved searching relevant literature published in various databases, including Web of Science, Google Scholar, and Scopus. Documents analysis resulted in the conceptual model. The proposed TAMISE model is a conceptual model that integrates the TAM model with perceived Islamic education values to provide a framework for digital learning acceptance in Islamic education. The model suggests that perceived usefulness, perceived Islamic education compatibility, perceived ease of use, perceived digital self-efficacy, and behavioral intention will predict digital learning acceptance in the Islamic education context. The TAMISE model can guide researchers and practitioners in designing and implementing effective digital learning acceptance in Islamic education.

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Technology Influence and Self-aspect on Blog Acceptance as a Teaching Medium for Islamic Education in Muslim Y Generation at IPTA

Cited by 2 publications

References 20 publications

Digital Learning Acceptance in Islamic Education: Validity and Reliability Testing of the Modified Technology Acceptance Model

Digital Learning Acceptance in Islamic Education: Validity and Reliability Testing of the Modified Technology Acceptance Model

Technology Acceptance Model in Islamic Education (TAMISE) for Digital Learning: Conceptual Framework Proposal

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