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All Journal IJIE (Indonesian Journal of Informatics Education) International Journal of Technology and Education Research
Aljauhari, Moh Ali
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Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Education Electrical & Electronics Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Other

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Adapting the TAM 3 Framework for Mandatory Performance Reporting Systems: A Study of ASN Teachers Aljauhari, Moh Ali; Zakarijah, Masduki
International Journal of Technology and Education Research Vol. 3 No. 04 (2025): October - December, International Journal of Technology and Education Research
Publisher : International journal of technology and education research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63922/ijeter.v3i04.2734

Abstract

Focusing on educators within the Bandung Raya area, this research identifies the primary drivers behind the adoption and practical utilization of the mandatory Tunjangan Remunerasi Kinerja (TRK) digital platform. Positioned within the gap of limited empirical studies on mandatory e-government systems in education, this research employs an adapted TAM 3 framework. A quantitative approach was used with 321 ASN teachers as respondents, and data were analyzed using PLS-SEM via SmartPLS. The results show that the model explains 65.1% of the variance in Behavioral Intention and 49.3% in Actual Use. Ten of the fifteen hypotheses were supported. Perceived Usefulness (β=0.660) is the strongest predictor of intention, significantly higher than Perceived Ease of Use (β=0.197). Key antecedents such as Computer Self-Efficacy, Image, and Job Relevance are significant drivers, while Subjective Norm, Output Quality, and Result Demonstrability were rejected. The study’s novelty lies in proving that in mandatory contexts, users prioritize functional utility and professional image over social pressure or technical output quality. This suggests that government interventions should focus on increasing user efficacy and aligning system features with core teaching duties to ensure sustainable digital transformation.
Integration of Ubiquitous Technology in Universal Design for Learning (UDL) to Support Inclusive Education Firmansyah, Ricky; Aljauhari, Moh Ali
IJIE (Indonesian Journal of Informatics Education) Vol 9, No 1 (2025): (IJIE) Indonesian Journal of Informatics Education - July
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijie.v9i1.95397

Abstract

This study explores the critical role of ubiquitous technology in supporting the implementation of Universal Design for Learning (UDL) in inclusive education. Ubiquitous technologies, including real-time applications, metaverse technologies, and UDL-based learning modules, offer flexible, adaptive methods for presenting information, engaging students, and evaluating learning outcomes tailored to individual needs. Within the UDL framework, these technologies contribute to creating inclusive learning environments, enhancing accessibility for students with special needs. Despite their significant potential, challenges remain in their implementation, such as infrastructure limitations, inadequate teacher training, and the digital divide. To overcome these barriers, strong policy support, collaboration among stakeholders, and investments in educational infrastructure are essential. Additionally, teacher training programs focused on the integration of technology into inclusive education are crucial for ensuring effective adoption. The findings suggest that the integration of ubiquitous technologies can make education more inclusive, providing equitable learning opportunities for all students, particularly those with special needs. Furthermore, the research emphasizes the importance of addressing challenges related to technological accessibility, infrastructure, and teacher readiness to maximize the impact of ubiquitous technologies in fostering inclusive educational practices. This study offers key recommendations, including increased collaboration between governments, educational institutions, and private sectors, as well as the need for further research on overcoming implementation challenges and evaluating the impact of ubiquitous technologies on the learning outcomes of students with special needs.
Co-Authors Masduki Zakarijah Ricky Firmansyah