<![CDATA[This study aims to analyze teachers’ perceptions of the usefulness, ease of use, perceived learning, and adoption potential of the CONDUCT HandTrack Conducting Trainer a web application combining webcam hand-tracking, two-dimensional visualization, and real-time gesture scoring (perfect/good/miss) using the Technology Acceptance Model as an analytic lens. A descriptive quantitative approach complemented by qualitative data (embedded mixed-methods design) was applied to 21 teachers from teacher working groups (MGMP) in Subang Regency via a 56-item questionnaire (Likert 1–5). Descriptive analysis, Cronbach’s alpha reliability testing, Pearson correlation analysis, and thematic analysis showed perceived learning highest (mean 4.35; 96.2% agreement), followed by adoption potential (4.34) and training quality (4.22), while usability (ease of use) was lowest yet positive (3.83; α=0.83). Pearson correlations among constructs were strong (r=0.71–0.84; p<0.01), supporting the ease → usefulness → intention path indicatively at pilot scale. Application and training ratings were 4.76 and 4.48; all participants intended to pursue further training. The dominant barrier hand-detection accuracy explains the lower ease-of-use score, yet high perceived usefulness sustains adoption intention, a pattern consistent with utility-driven adoption. Theoretically, the study extends TAM and real-time-feedback evidence to in-service teachers on an embodied skill; practically, it guides the development of music-pedagogy technology toward tracking reliability, staged practice modes, and stakeholder-specific support.]]>
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