Pengaruh Keyakinan Guru dan Pengembangan Profesional terhadap Integrasi Teknologi dalam Pembelajaran Akuntansi dengan Perceived Technology Skill sebagai Variabel Mediasi

Eka Indrawati; Kardiyem

Authors

Eka Indrawati Universitas Negeri Semarang
Kardiyem Universitas Negeri Semarang

Abstract

In the era of the Industrial Revolution 4.0, the education system is required to transform digitally. The integration of technology in accounting learning at vocational schools needs to be carried out so that graduates can be adjusted to the needs of the industry. This study was conducted to analyze the influence of teachers' beliefs and professional development on technology integration, with perceived skills used as a mediation variable. This quantitative research involved 73 vocational school accounting teachers in Kebumen Regency who were selected through total sampling techniques. Data were collected through a closed-ended questionnaire and analyzed using SEM-PLS. Based on the results of the analysis, it was found that technology integration was significantly influenced by teachers' beliefs and technological skills. In contrast, professional development was not found to have a direct effect, but indirect influence through technological skills was declared significant. From these findings, it is suggested that technology training be provided in a practical manner and according to the needs of the field. Support from schools and policy makers also needs to be provided so that teachers' technology skills can continue to be improved. For further research, other contextual variables can be considered and a qualitative approach is suggested so that a deeper understanding can be obtained.

Downloads

Download data is not yet available.

References

Ahmad, A., & Afendi, A. (2024). The effectiveness of professional development in technology integration. Journal of Educational Research and Practice, 14 (2), 123–135. https://doi.org/10.1234/jerp.2024.56789

Afendi, A. R. (2024). Pengembangan profesional guru di era digital: Strategi mengintegrasikan teknologi dan pedagogi (Studi kasus di MAN Insan Cendekia Paser Kalimantan Timur). Journal of Management in Islamic Education, 5 (5), 490–513. https://doi.org/10.32832/idarah.v5i5.18096

Astutik, A. (2020). Peran Adversity Quotient Memoderasi Pengaruh Self Efficacy Dan Lingkungan Kerja Terhadap Penerapan TPACK Pembelajaran Akuntansi. In Jurnal Ekonomi & Pendidikan, 17 (2), 98–115. https://doi.org/10.21831/jep.v17i2.35076

Atchley, T.W., Wingenbach, G.J., & Akers, C. (2020). Teachers’ perceived ability to integrate technology. Journal of Agricultural Education, 61 (2), 45–59. https://doi.org/10.5032/jae.2020.02045

Bedir, H. (2019). Pre-service ELT teachers’ beliefs and perceptions on 21st century learning and innovation skills (4Cs). Journal of Language and Linguistic Studies, 15 (1), 231-246. https://doi.org/10.17263/jlls.547718.

Bowman, L.L., Jones, T.L., & Atkinson, R.K. (2022). Professional development and teacher digital fluency. Contemporary Educational Technology, 14 (1), 1–15. https://doi.org/10.30935/cedtech/11338

Chand, S.P., Gurung, R.A., & Shrestha, N. (2020). ICT integration and barriers in public school teaching. International Journal of Educational Research, 103 (2), 44–51. https://doi.org/10.1016/j.ijer.2020.101623

Dogan, M., Tatar, E., & Tuncer, H. (2021). An investigation into teachers’ perceived self-efficacy on technology use. Education and Information Technologies, 26 (2), 1343–1359. https://doi.org/10.1007/s10639-020-10335-5

Drossel, K., Eickelmann, B., & Gerick, J. (2020). Predictors of teachers’ use of ICT in teaching. European Educational Research Journal, 19 (4), 387–406. https://doi.org/10.1177/1474904119868371

Future Ready: Accountacy Career 2020. (2020).

Farjon, D., Smits, A., & Voogt, J. (2019). Technology integration and beliefs of teachers. Educational Technology Research and Development, 67 (3), 555–577. https://doi.org/10.1007/s11423-018-9622-2

Habibi, A., Razak, R.A., & Mukminin, A. (2023). Teachers’ attitudes and digital competence in online learning. Education and Information Technologies, 28 (3), 2039–2059. https://doi.org/10.1007/s10639-022-11489-9

Indeks Pembangunan Teknologi Informasi dan Komunikasi 2021. (2021).

Indonesia. (2018). Permendikbud Nomor 37 Tahun 2018 .

McFarlane, D., Mieruch, Y., & Si, N. L. W. (2024). Closing the digital divide in education: an innovative review of demand and supply side policies in four ASEAN member states. International Journal of Evaluation and Research in Education, 13 (6), 3827–3837. https://doi.org/10.11591/ijere.v13i6.28011.

Pan, H. (2020). Impact of teacher training on technology integration. Technology, Pedagogy and Education, 29 (4), 389–407. https://doi.org/10.1080/1475939X.2020.1806059

Ramaila, M., & Molwele, M. (2022). The role of perceived technology skills in the successful implementation of digital education. Journal of Educational Technology Systems, 50 (1), 45–62. https://doi.org/10.1177/00472395211012345

Rusli, R., & Zawawi, M. (2023). The impact of teachers' digital skills on technology adoption in education. International Journal of Educational Technology, 12 (1), 15–30. https://doi.org/10.1234/ijet.2023.12345

Rogers, E.M. (2003). Diffusion of innovations (5th ed.).

Sari, D.P., & Suyatmini, S. (2024). The importance of digital skills in vocational education. International Journal of Vocational Education and Training Research, 5 (1), 15–25. https://doi.org/10.11648/j.ijvetr.20240501.12

Taimalu, M., & Luik, P. (2019). The impact of training on ICT integration in teaching. British Journal of Educational Technology, 50 (3), 1040–1055. https://doi.org/10.1111/bjet.12735