Ririn Restu Aria, Helina Apriyani, Enok Tuti Alawiah

Analysis of the Technology Acceptance Model (TAM) in the Acceptance of Smartboards in Elementary Schools

Introduction

Analysis of the technology acceptance model (tam) in the acceptance of smartboards in elementary schools. Analysis of Smartboard acceptance in Indonesian elementary schools using TAM. Reveals how perceived usefulness and teacher attitudes drive usage intention, highlighting training and support.

Abstract

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 technical support are crucial to optimizing the implementation of Smartboard-based learning

Review

The study, "Analysis of the Technology Acceptance Model (TAM) in the Acceptance of Smartboards in Elementary Schools," presents a highly relevant and timely investigation into a crucial aspect of digital transformation within Indonesian education. By applying the well-established Technology Acceptance Model (TAM) to understand primary school teachers' acceptance of Smartboards, the research effectively addresses the practical challenges of technology integration. The clear articulation of the study's aim and the adoption of a robust quantitative methodology using Structural Equation Modeling (SEM) suggest a rigorous approach to unraveling the factors influencing user acceptance, making a valuable contribution to the literature on educational technology adoption. Methodologically, the research employed a quantitative explanatory correlational design, collecting data from primary school teachers in West Jakarta who actively use Smartboards. The analysis using SEM is appropriate for examining the hypothesized relationships between Perceived Usefulness (PU), Attitude Toward Using (ATU), and Intention to Use (IU). The findings are compelling and consistent with the TAM framework: all indicators demonstrated strong validity and reliability, and structurally, both PU and ATU were found to have a significant positive effect on IU. This strongly supports the conclusion that teachers' perception of the Smartboard's utility and their positive attitude towards its use are critical determinants of their intention to integrate this technology into their teaching practices. The implications derived from these findings are particularly actionable and pertinent for stakeholders involved in educational technology policy and implementation. The emphasis on enhancing digital competencies, providing structured training, and ensuring robust technical support offers concrete strategies for optimizing Smartboard adoption. While the study provides significant insights into the specific context of West Jakarta, future research could benefit from exploring the generalizability of these findings across diverse regions of Indonesia or investigating the impact of other exogenous variables on TAM constructs. Overall, this study offers a solid foundation for understanding and fostering effective technology acceptance in primary education.

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