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All Journal SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan IRJE (Indonesian Research Journal in Education) COMPTON: Jurnal Ilmiah Pendidikan Fisika Jurnal Pembelajaran Sains Chemistry Education Practice Jurnal Ilmiah Profesi Pendidikan Jurnal AbdiMas Nusa Mandiri Journal of Tropical Chemistry Research and Education Afeksi: Jurnal Penelitian dan Evaluasi Pendidikan Journal of Science and Science Education (JoSSEd) Phydagogic : Jurnal Fisika dan Pembelajarannya Jurnal Pijar MIPA Al-Khidmah Jurnal Pengabdian Masyarakat Arfak Chem: Chemistry Education Journal Jurnal Ilmiah Ilmu Terapan Universitas Jambi Room of Civil Society Development Jurnal Inovasi dan Teknologi Pendidikan Saqbe : Jurnal Sains dan Pembelajarannya Room of Civil Social Development
QUDRATUDDARSI, HILMAN
Postgraduate Student, University Malaya, Kuala Lumpur, Malaysia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Other

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ChatGPT Acceptance and Use by Generation Z Pre-service Mathematics Teachers Lestari, Yusfa; Tari, Suci Rizkina; Ramadhani, Widya Putri; Qudratuddarsi, Hilman
Jurnal Inovasi dan Teknologi Pendidikan Vol. 3 No. 3 (2025): Jurnal Inovasi dan Teknologi Pendidikan
Publisher : LPPM Universitas Bina Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46306/jurinotep.v3i3.141

Abstract

In today’s digital era, educational technology—particularly AI tools like ChatGPT—offers innovative solutions to enhance mathematics education. This study explores how Gen-Z pre-service mathematics teachers accept and use ChatGPT, guided by TPB and UTAUT2 frameworks, while also examining the roles of gender and year of study in shaping their behavior. This quantitative study used a cross-sectional survey with 157 Gen-Z pre-service mathematics teachers, selected via convenience sampling. Data were gathered using a validated questionnaire based on UTAUT, showing high reliability (α = 0.97). Analysis involved descriptive statistics, Pearson correlation, t-tests, and ANOVA to examine ChatGPT acceptance and use by gender and year of study. Descriptive statistics confirmed normal distribution, supporting parametric tests. Pearson coefficients revealed strong, significant correlations between behavioral intention and variables like social influence (r = 0.785) and perceived behavioral control (r = 0.777). Actual ChatGPT use was most correlated with perceived behavioral control (r = 0.784) and attitude (r = 0.738). All predictors, including performance expectancy, effort expectancy, and hedonic motivation, showed positive, significant relationships, supporting the relevance of UTAUT 2 and TPB frameworks in explaining ChatGPT adoption in educational contexts.
Validation of Instrument to Measure Science Pre-Service Teachers Digital Skills: Confirmatory Factor Analysis Ningthias, Dyah Pusptasari; Qudratuddarsi, Hilman
Jurnal Pijar Mipa Vol. 20 No. 7 (2025): in Progress
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram. Jurnal Pijar MIPA colaborates with Perkumpulan Pendidik IPA Indonesia Wilayah Nusa Tenggara Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpm.v20i7.10423

Abstract

Validating instruments that measure digital skills—such as through Confirmatory Factor Analysis (CFA)—is crucial to ensure that pre-service teachers, particularly those from Generation Z, possess accurate, reliable, and pedagogically meaningful digital competencies. Using a quantitative survey design, data were collected from 349 Generation Z pre-service teachers across four science specializations (chemistry, physics, biology, and general science). The instrument used was adapted from previous studies and translated using the back-translation method to ensure its validity. Confirmatory Factor Analysis (CFA) was employed in AMOS 24 to evaluate both first-order and second-order models to analyze the data.  The six dimensions assessed—Access to and Management of Digital Content (AMDC), Use of Digital Means (UDM), Communication Skills (CS), Creative Skills (CrS), Digital Safety Skills (DSS), and Digital Empathy (DES)—demonstrated strong loadings onto the higher-order construct of Digital Skills (standardized regression weights = 0.94–0.97). Model fit indices confirmed the robustness of the structure (χ² = 865.079, RMSEA = 0.075, TLI = 0.908, CFI = 0.923). Reliability was high, with Cronbach’s alpha ranging from 0.674 to 0.966 and Composite Reliability (CR) exceeding 0.70 for most constructs. Correlation analysis revealed strong interrelationships among dimensions (r = 0.779–0.998), underscoring the integrated nature of digital skills. The findings suggest that digital skills among pre-service science teachers can be conceptualized as a unified but multidimensional construct. The validated instrument offers a reliable tool for assessing digital competencies in teacher education. Practically, the results have implications for curriculum development, underscoring the need to integrate digital literacy training into teacher preparation programs. Future research should expand validation to diverse cultural contexts and apply longitudinal approaches to capture changes in digital skill development over time.
Co-Authors A, Fauziah Adam, Wahyuni Agung, Afiq Agustina Amalia, Dinda Firly Aulia Rahmadhani Cinthami, Ratih Dhamayyana Dwi Dewi, Hefi Rusnita Dyah Puspitasari Ningthias Hasanuddin, Nurqadriyanti HUTKEMRI HUTKEMRI Ilham Handika imami, Muh Khairul Wajedi Indayanti Ismail, Ayu Jumriani Jumriani, Jumriani Kasmiati Kasmiati Liu, Sibo Makiin, Inda Dzil Arsyi Marsudi Marsudi Meili Yanti Mohd Saad, Mohd Rashid Muhammad Irfan Munawwarah Munawwarah, Munawwarah Ningthias, Dyah Puspitasari Ningthias, Dyah Pusptasari Nor Indriyanti Noviana, Evy Nur Rahmah Nurhikma Ramadhana Nurman Nurman Pratama, I Putu Yogi Putri, Eka Pravitasari Putri, Thyrafi Amelia R. Rahmawati Ramadhan, Teuku Muhammad Hary RENUKA V SATHASIVAM RR. Ella Evrita Hestiandari Saddia, Andi Salima, Luthfia Qolbi Saprizal Hadisaputra Septaningsih, Andi Citra Sudirman Sudirman Suriansyah, Suriansyah Syarifa Wahidah Al Idrus Tari, Suci Rizkina Widya Putri Ramadhani Yusfa Lestari