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All Journal Psikodimensia: Kajian Ilmiah Psikologi Journal of Psychology and Instructions Jurnal Muara Ilmu Sosial, Humaniora, dan Seni
Vincent Suryawidjaja
Universitas Kristen Krida Wacana
Arts Humanities Education Environmental Science Law, Crime, Criminology & Criminal Justice Physics Social Sciences

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Digital Literacy and Growth Mindset to Predict Technology Acceptance During Learning Processes Vincent Suryawidjaja
Psikodimensia: Kajian Ilmiah Psikologi Vol 22, No 1: Juni 2023
Publisher : Universitas Katolik Soegijapranata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24167/psidim.v22i1.4937

Abstract

Covid-19 pandemic had impacted the urgency of using digital learning technology. Literature studies showed that teachers needed Digital Literacy and Growth Mindset to accept the new technology used. This study examined the contribution of the Digital Literacy and Growth Mindset in predicting the usage of Learning Management Systems (LMS). Respondents of this study were 60 lecturers in one university in Jakarta, where the LMS has been developed to be used in their learning and teaching processes. They were consented to become subjects of the study. Data were collected using questionnaire and analyzed by multiple regression. Results of this study indicated that Digital Literacy and Growth Mindset simultaneously had a significant contribution to the effective usage of LMS (R2=0.419, F (2) = 20.545, p0.05). This research also showed that Digital Literacy had contributed more than the Growth Mindset (β=0.406 β=0.295). In facing the digital learning transformation during the pandemic time, collaboration is needed from all important actors in the education sector, such as lecturers, universities, and students, to support the development of a better digital learning ecosystem. It is suggested to upscale the study to generate the hypothesis that Digital Literacy is truly a critical aspect to be studied in this digital learning technology acceleration era.
PERAN LITERASI DIGITAL DAN GROWTH MINDSET PADA UJI MODEL PENERIMAAN APLIKASI PEMBELAJARAN KOLABORATIF Suryawidjaja, Vincent; Beng, Jap Tji; Tiatri, Sri
Jurnal Muara Ilmu Sosial, Humaniora, dan Seni Vol. 7 No. 3 (2023): Jurnal Muara Ilmu Sosial, Humaniora, dan Seni
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Tarumanagara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24912/jmishumsen.v7i3.26741.2023

Abstract

Indonesia akan memasuki masa keemasan pada tahun 2045. Setidaknya terdapat dua hal esensial yang sangat mempengaruhi Indonesia di tahun 2045 yaitu bonus demografi dan kemajuan pesat perkembangan teknologi. Oleh karena itu kualitas tenaga kerja menjadi faktor penting kesuksesan Indonesia di tahun 2045. Untuk mengetahui sejauh mana sebuah teknologi dapat diimplementasikan serta faktor apa saja yang mempengaruhi, diperlukan sebuah model yang komprehensif untuk memotret penerimaan teknologi tersebut sehingga proses transformasi digital dapat dipercepat. Salah satu model penerimaan teknologi yang sudah ada yaitu The Unified Theory of Acceptance and Use of Technology (UTAUT). Tujuan dalam penelitian ini adalah untuk mengembangkan model penerimaan Teknologi Digital dalam Pembelajaran Kolaboratif melalui Pendekatan UTAUT pada Siswa Sekolah Dasar dan Menengah di Indonesia dengan mempertimbangkan variabel Literasi Digital dan Growth Mindset. Teknik analisis yang digunakan dalam penelitian ini adalah uji model menggunakan SEM-PLS. Partisipan penelitian ini berjumlah 298 siswa di jenjang SD hingga SMA pada sekolah-sekolah di daerah Jakarta, Tangerang, dan Bekasi. Hasil Penelitian ini menunjukkan signifikansi peran Perfomance Expectancy, Effort Expectancy dan Social Influence terhadap minat siswa menggunakan aplikasi pembelajaran kolaboratif. Hasil penelitian ini juga menunjukkan bahwa Literasi Digital secara signifikan berkontribusi pada Effort Expectancy siswa sedangkan Growth Mindset berkontribusi signifikan pada Performance Expectancy. Hasil penelitian ini merekomendasikan untuk dapat menyediakan ekosistem pembelajaran kolaboratif yang mengoptimalisasi penggunaan teknologi demi menghasilkan generasi-generasi unggul untuk menyambut Indonesia Emas 2045.
Undergraduate Students’ Acceptance of ChatGPT as a Basis for Formulating AI Policies in Higher Education Suryawidjaja, Vincent; Gozali, Evelyn Putri
Journal of Psychology and Instruction Vol. 9 No. 2 (2025): July
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpai.v9i2.99043

Abstract

The rapid development of generative AI (GenAI), such as ChatGPT, brought both opportunities and challenges to higher education. Although the government had issued guidelines for GenAI usage, many universities still lacked concrete policies at the institutional level. This study aimed to examine the factors contributing to the acceptance of ChatGPT in academic contexts using the UTAUT model as a basis for policy formulation. A quantitative approach was employed, involving 326 undergraduate students from a private university in Jakarta. Data were analyzed using PLS-SEM to assess the contributions of Performance Expectancy, Effort Expectancy, Social Influence, and Facilitating Conditions in predicting Behavioral Intention (R² = 0.871, p < 0.05) and Actual Use (R² = 0.869, p < 0.05). Performance Expectancy (β = 0.550, p < 0.05) emerged as the strongest predictor, indicating that students had experienced tangible benefits from using ChatGPT. These findings suggested that a complete ban on AI use was not advisable. However, Social Influence (β = 0.191, p < 0.05) and Facilitating Conditions (β = 0.210, p < 0.05) were the weakest contributors, reflecting that AI had not yet been fully integrated into learning practices. The influence of peers and lecturers also remained insufficient in encouraging ChatGPT use. Therefore, universities were encouraged to develop clear guidelines, supportive infrastructure, and concrete policies to meaningfully integrate AI into educational practices. The findings of this study provided an empirical foundation for developing student-centered AI policies in higher education.
Co-Authors Gozali, Evelyn Putri Jap Tji Beng Sri Tiatri