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All Journal IJECA (International Journal of Education and Curriculum Application) Education Technology Journal
Ahmad Miftahuddin
Universitas Negeri Semarang
Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Exploring The Effect of Self-Efficacy on Technological Acceptance of Artificial Intelligence Usage in L2 Education: A SEM-PLS Analysis Dita Puspita Dewi; Ahmad Miftahuddin
Edutechno : Educational Technology Journal Vol. 2 No. 01 (2026): Volume 02 Nomor 01 (Juni 2026)
Publisher : PT Ininnawa Paramacitra Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62330/edutechno.v2i01.600

Abstract

Despite the rapid integration of Artificial Intelligence (AI) into language education, the psychological factors driving AI acceptance among secondary-level learners remain poorly understood, particularly in developing-country contexts where ethical AI governance frameworks are underdeveloped. This study examined the effect of Self-Efficacy (SE) on Perceived Ease of Use (PE) and Perceived Usefulness (PU) of AI tools within the Technology Acceptance Model (TAM) framework, among junior and senior high school foreign language learners in Indonesia. Using a quantitative, non-experimental survey design, data were collected from 63 secondary school students who had direct prior experience using AI-based language tools. The instrument adapted Davis’ (1986) TAM questionnaire and Bandura’s (1997) self-efficacy scale and was analysed via Partial Least Squares Structural Equation Modelling (PLS-SEM) using SmartPLS 4.0. Measurement model results confirmed satisfactory reliability (CR ≥ 0.899; Cronbach’s α ≥ 0.826) and validity (AVE ≥ 0.748; HTMT < 0.90) across all constructs. Structural model analysis revealed that SE significantly and positively predicted both PE (β = 0.660, large effect: f² = 0.772) and PU (β = 0.591, large effect: f² = 0.536), with the model explaining 43.6% and 34.9% of the variance in PE and PU, respectively. These findings extend TAM by establishing self-efficacy as a robust psychological antecedent of AI technology acceptance and constitute the first study to integrate ethical AI use, a self-efficacy predictor model, and the secondary foreign language education context in Indonesia. Implications for curriculum design, teacher training, and inclusive AI policy are discussed.
Arabic Language Curriculum Management in Mu'ādalah Islamic Boarding School: A Case Study Dita Puspita Dewi; Ahmad Miftahuddin; Retno Purnama Irawati; Nafis Azmi Amrullah
IJECA (International Journal of Education and Curriculum Application) Vol 9, No 2 (2026): August
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v9i2.38876

Abstract

Despite growing scholarly interest in Islamic education, Arabic curriculum management in mu'ādalah boarding schools, particularly century-old institutions with classical scholarly traditions remains underexplored. No comprehensive study has examined how Salafi-style mu'ādalah boarding schools integrate formal curricula with institutionalized language development programs. This study fills this gap by analyzing Arabic curriculum management at Perguruan Islam Mathali'ul Falah (PIM), one of Indonesia's oldest mu'ādalah boarding schools, across planning, implementation, evaluation, and development dimensions. Using qualitative case study methodology, data from institutional leaders, teachers, and 240 students were collected through interviews, observations, questionnaires, and documents, then triangulated across sources and techniques to ensure validity. Miles, Huberman, and Saldaña's (2014) interactive model guided data analysis. Findings reveal a dual-track curriculum model: formal instruction employing naẓariyyah al-waḥdah system with traditional methods, complemented by LPBA's Daurah Arabiyyah extracurricular program, achieving 65–69% student certification. This study contributes the first integrative analytical framework for Arabic curriculum management in Salafi-style mu'ādalah contexts, offering a replicable dual-track model for institutions balancing classical pedagogy with contemporary Arabic competency demands.
Co-Authors Dita Puspita Dewi Nafis Azmi Amrullah Retno Purnama Irawati