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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Journal of Educational and Learning Studies
Nadya Faranda
Universitas Negeri Padang
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics

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Analisis Persepsi Guru menggunakan Smart LMS dengan Pendekatan Model Penerimaan Teknologi (TAM) Nadya Faranda; Rayendra Rayendra; Ulfia Rahmi; Septriyan Anugrah; Indra Saputra
Jurnal Penelitian Pendidikan IPA Vol 12 No 2 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i2.14162

Abstract

This study aims to analyze the acceptance of the LMS Pintar Kemenag online training platform among public and private Madrasah Tsanawiyah teachers in Padang City using the Technology Acceptance Model (TAM). A quantitative survey was conducted involving 285 teachers, and the data were analyzed using descriptive statistics with SEMPLS. The results indicate high mean scores across all TAM constructs Perceived Ease of Use, Perceived Usefulness, Attitude Toward Using, and Behavioral Intention to Use showing a strong level of technology acceptance. Teachers consider the platform easy to operate and beneficial for professional development; consequently, they develop favorable attitudes and a sustained intention to use it for training and learning activities. These findings reinforce the relationship between perceived ease, perceived usefulness, and behavioral intention as proposed in TAM, while also highlighting the strategic role of digital platforms in supporting teacher competency development within religious education institutions. In conclusion, LMS Pintar Kemenag has been positively accepted by teachers, and its continued improvement is essential to enhance the effectiveness and sustainability of online professional training programs
MOOC-based LMS acceptance among female Madrasah Tsanawiyah teachers: age and educational level in TAM Rayendra Rayendra; Nadya Faranda; Jodi Hardika
Journal of Educational and Learning Studies Vol 9, No 1 (2026): Journal of Educational and Learning Studies
Publisher : Global Econedu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32698/03292

Abstract

This study examines the acceptance of PINTAR, a MOOC-based Learning Management System (LMS) developed by the Indonesian Ministry of Religious Affairs, among female Madrasah Tsanawiyah (MTs) teachers in Padang, West Sumatra. Using an extended Technology Acceptance Model (TAM), the study investigates the relationships among perceived ease of use (PEU), perceived usefulness (PU), attitude toward using (ATU), behavioral intention (BI), and actual use (AU), while examining the moderating roles of age and educational level. A quantitative cross-sectional survey was conducted with 300 female MTs teachers. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4.0. The results supported all six hypothesized direct relationships. PEU significantly predicted PU (β = 0.663), PU significantly influenced ATU (β = 0.523), PEU significantly influenced ATU (β = 0.294), PU significantly predicted BI (β = 0.650), ATU strongly predicted BI (β = 0.719), and BI significantly predicted AU (β = 0.635, p < 0.001). However, neither educational level nor age significantly moderated the BI–AU relationship. These findings support the applicability of TAM in explaining PINTAR acceptance and highlight perceived usefulness, ease of use, and attitude as important determinants of teachers’ behavioral intention and actual LMS use.
AI-assisted adaptive problem-based learning in a programming course: its effects on students' problem-solving and debugging skills Septriyan Anugrah; Nadya Faranda; Nofri Hendri; Meldi Ade Kurnia Yusri
Journal of Educational and Learning Studies Vol 9, No 1 (2026): Journal of Educational and Learning Studies
Publisher : Global Econedu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32698/03302

Abstract

This study examined differences in problem-solving and debugging skills between students who participated in AI-assisted adaptive Problem-Based Learning (PBL) and those who participated in the Case Method in a programming course. A quasi-experimental nonequivalent pretest-posttest control-group design involved 69 students from the Department of Curriculum and Educational Technology, Universitas Negeri Padang. The experimental group (n = 35) followed Arends' PBL with data-informed adaptive grouping and structured use of ChatGPT, Gemini, and Claude during the investigation phase, while the control group (n = 34) followed the Case Method without generative AI. Multivariate analysis of covariance (MANCOVA) tested the two posttest scores while controlling for both pretest scores. The results showed a significant multivariate difference between the instructional conditions, Pillai's Trace = 0.456, F(2, 64) = 26.780, p < 0.001, partial η² = .456. Follow-up tests also showed significant differences in problem solving (partial η² = 0.335) and debugging (partial η² = 0.435). Adjusted means were higher for the experimental group on both skills. The findings suggest that an instructional package integrating PBL, adaptive grouping, and structured AI assistance has the potential to support problem-solving and debugging skills. However, because the three components were implemented simultaneously, their individual effects cannot be separated.
Co-Authors Anugrah, Septriyan Indra Saputra Jodi Hardika Meldi Ade Kurnia yusri Nofri Hendri Rayendra Rayendra Ulfia Rahmi