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All Journal Indonesian Journal of Educational Science (IJES) Mathematics Education and Application Journal (META)
Eli Meivawati
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Perceptions, Attitudes, and AI Adoption Readiness: A Study of Madrasah Ibtidaiyah Teachers in Polewali Mandar, Indonesia Eli Meivawati; Husnul Khatimah; Rhischa Assabet Shilla
Indonesian Journal of Educational Science (IJES) Vol 7 No 2 (2025): Indonesian Journal of Educational Science (IJES)
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/ijes.v7i2.4954

Abstract

This study investigates the factors influencing artificial intelligence (AI) adoption readiness among Madrasah Ibtidaiyah (Islamic Elementary School) teachers in Polewali Mandar, Indonesia. Employing a quantitative approach with a cross-sectional survey design, the research examined the relationships between teachers' perceptions of AI benefits (PB), teachers’ attitudes toward AI (TA), and their readiness to adopt AI technologies (AR). Data were collected from 45 teachers selected through purposive sampling based on specific criteria including minimum teaching experience and basic digital technology knowledge. The research instrument consisted of a questionnaire with a 4-point Likert scale measuring the three main variables. Data analysis was performed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings revealed strong support for all three hypotheses: teachers' perceptions of AI benefits significantly influenced their attitudes toward AI (path coefficient = 0.914), teachers' perceptions directly affected their AI adoption readiness (path coefficient = 0.603), and teachers' attitudes positively influenced their adoption readiness (path coefficient = 0.389). The model demonstrated exceptional explanatory power with R-square values of 0.942 for AI adoption readiness and 0.836 for teachers' attitudes toward AI. The SRMR value of 0.075 indicated adequate model fit. These results suggest that while positive attitudes contribute to adoption readiness, the perception of tangible benefits appears to be the more influential factor in teachers' decisions to embrace AI technology. This research provides an empirical foundation for educational stakeholders to design effective AI implementation strategies in Islamic elementary schools by prioritizing demonstrations of tangible technology benefits as the key factor in enhancing teacher adoption readiness.
AI ACCEPTANCE AND USE IN MATHEMATICS PRE-SERVICE TEACHERS: A THEORY OF PLANNED BEHAVIOUR APPROACH Hilman Qudratuddarsi; Jumriani; Eli Meivawati; Saraswathy a/p Ramasundrum
Mathematics Education and Application Journal (META) Vol. 7 No. 2 (2025): December 2025
Publisher : Department of Mathematics Education Universitas Borneo Tarakan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35334/yn58ya38

Abstract

Artificial Intelligence (AI) is increasingly integrated into education, including mathematics learning, yet its successful implementation largely depends on teachers’ acceptance and readiness. This study aims to examine the determinants of AI acceptance and use among pre-service mathematics teachers by employing the Theory of Planned Behaviour (TPB), which comprises Attitude (AT), Social Norms (SN), Perceived Behavioral Control (PBC), Behavioral Intention (BI), and AI Use (AIU). A quantitative, cross-sectional survey design was used. Data were collected from 427 Generation Z pre-service mathematics teachers enrolled in three Indonesian universities using an online questionnaire. The instrument was adapted from a previously validated TPB-based scale, and data were analyzed using PLS-SEM with SmartPLS. The measurement model demonstrated excellent reliability and validity, and the structural model indicated very good fit (SRMR = 0.044). All hypothesized relationships were supported (p < 0.001). SN emerged as the strongest predictor of BI, followed by AT and PBC, while BI was the most powerful determinant of AIU (β = 0.849). These findings highlight the central role of social influence, positive attitudes, and technological efficacy in shaping pre-service teachers’ intentions and actual use of AI. The study implies that teacher education programs should design courses and practicum experiences that foster positive beliefs about AI, enhance digital competence, and leverage supportive social environments to promote meaningful AI integration in mathematics classrooms.   Keywords: Artificial Intelligence Acceptance, Artificial Intelligence Use, Educational technology, Mathematics Pre-service Teacher, Theory of Planned Behaviour,   Artificial Intelligence (AI) semakin banyak dimanfaatkan dalam pendidikan, termasuk pada pembelajaran matematika, namun keberhasilan integrasinya sangat bergantung pada penerimaan dan kesiapan calon guru. Penelitian ini bertujuan menganalisis faktor-faktor yang memengaruhi penerimaan dan penggunaan AI pada calon guru matematika menggunakan kerangka Theory of Planned Behaviour (TPB), yang mencakup Attitude (AT), Social Norms (SN), Perceived Behavioral Control (PBC), Behavioral Intention (BI) dan AI Use (AIU). Penelitian ini menggunakan pendekatan kuantitatif dengan desain cross-sectional. Sebanyak 427 calon guru matematika generasi Z dari tiga universitas di Indonesia berpartisipasi melalui pengisian kuesioner daring. Instrumen diadaptasi dari penelitian terdahulu berbasis TPB dan dianalisis menggunakan PLS-SEM melalui SmartPLS. Hasil menunjukkan bahwa model pengukuran memiliki reliabilitas dan validitas yang sangat baik, serta model struktural menunjukkan kelayakan yang tinggi (SRMR = 0,044). Semua hipotesis didukung secara signifikan (p < 0,001). SN muncul sebagai prediktor terkuat BI, diikuti AT dan PBC, sedangkan BI menjadi penentu utama AIU (β = 0,849). Temuan ini menegaskan pentingnya dukungan sosial, sikap positif, dan efikasi teknologi dalam mendorong niat dan perilaku penggunaan AI. Implikasinya, program pendidikan guru perlu merancang pelatihan dan pengalaman praktik yang menumbuhkan sikap positif, meningkatkan kompetensi digital, dan memanfaatkan pengaruh sosial yang konstruktif terhadap penggunaan AI dalam pembelajaran matematika.   Kata Kunci: Artificial Intelligence Acceptance, Artificial Intelligence Use, Educational technology, Mathematics Pre-service Teacher, Theory of Planned Behaviour.
Co-Authors Hilman Qudratuddarsi Husnul Khatimah Jumriani Rhischa Assabet Shilla Saraswathy A/p Ramasundrum