<![CDATA[This study aimed to examine student teachers’ perceptions of the use of Computer-Based Testing (CBT) in the Curriculum and Instruction course. The study employed a descriptive quantitative design grounded in the Unified Theory of Acceptance and Use of Technology framework, focusing on five dimensions: performance expectancy, effort expectancy, social influence, facilitating conditions, and acceptance toward CBT. Data were collected through an online questionnaire administered to 152 student teachers at Universitas Pendidikan Indonesia who had completed the course and had prior experience with CBT. The instrument consisted of 31 valid and reliable items measured on a five-point Likert scale. The data were analyzed using descriptive statistics with the support of SPSS. The findings showed that all measured dimensions were in the high category, indicating that student teachers generally perceived CBT positively. Respondents considered CBT beneficial for improving assessment efficiency, objectivity, and feedback, while also viewing it as relatively easy to use. They further reported that social encouragement and institutional support contributed to their positive acceptance of CBT. These results suggest that CBT was not merely seen as a technical alternative to paper-based testing, but as a relevant and acceptable assessment method in teacher education. The study implies that the successful implementation of CBT in higher education depends on the interaction between perceived usefulness, ease of use, social support, and institutional readiness. ]]>
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