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MANAZHIM
Published by STIT Palapa Nusantara Lombok
ISSN : 26565374     EISSN : 26560216     DOI : -
Core Subject : Economy, Education,
Economics, Econometrics & Finance Education
Manazhim Journal is an interdisciplinary publication of original research and writing on islamic education management. This journal was published by Manajemen Pendidikan Islam (MPI) STIT Palapa Nusantara Lombok - NTB which was published twice in a year (biannualy), February and August with a minimum of 5 articles. The journal aims to provide a forum for scholarly understanding of the field of education and plays an important role in promoting the process that accumulated knowledge, values, and skills. Scientific manuscript dealing with Islamic education management science topics are particularly welcome to be submitted.
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Articles 202 Documents
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The Influence of Social Media and Motivation on Generation Z Interest in Becoming a Teacher with Teaching Experience as an Intervening Variable Damayanti, Salsabila Wanda Putri; Wulandari, Ruri Nurul Aeni
MANAZHIM Vol 7 No 2 (2025): AUGUST
Publisher : Manajemen Pendidikan Islam STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/manazhim.v7i2.5866

Abstract

The teaching profession is central to the development of human resources and the advancement of national progress. However, a declining interest among Generation Z in pursuing teaching careers raises concerns about the future availability of qualified educators. This study investigates the influence of social media and motivation on students’ interest in becoming teachers, with teaching experience serving as a mediating variable. Employing a quantitative methodology and an explanatory research design, the study surveyed 166 students from the 2021 and 2022 cohorts of the Office Administration Education Program at Surabaya State University. Data were analyzed using Structural Equation Modeling (SEM) with SmartPLS 4.0. The findings reveal that social media does not have a significant direct effect on students’ interest in becoming teachers, while motivation shows a positive and significant influence. Individuals with higher motivation are more likely to express interest in a teaching career. Both social media and motivation significantly influence teaching experience, which in turn strongly affects interest in the teaching profession. Furthermore, the study confirms that social media and motivation indirectly influence career interest through teaching experience, highlighting the critical role of hands-on teaching practice in shaping students’ aspirations toward educational careers.
Factors Influencing Students’ Motivation to Use ChatGPT for Learning: A TAM and UGT Approach Azizah, Istighfarin Rochmatul; Nugraha, Jaka
MANAZHIM Vol 7 No 2 (2025): AUGUST
Publisher : Manajemen Pendidikan Islam STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/manazhim.v7i2.5880

Abstract

This study investigates the factors influencing university students’ motivation to use ChatGPT for learning, addressing a research gap in understanding how students perceive and adopt generative AI tools in academic contexts. Despite ChatGPT’s growing presence in higher education and its potential to support autonomous and flexible learning, limited empirical research has examined the motivational factors driving its use. Specifically, the study evaluates the impact of four key variables—perceived ease of use, perceived usefulness, information seeking, and novelty—on students’ intention to use ChatGPT for learning activities. The research was conducted among 274 students from the Office Administration Education Study Program at Universitas Negeri Surabaya, selected through purposive sampling. Employing a quantitative approach, data were collected via a structured survey and analyzed using Structural Equation Modeling–Generalized Structured Component Analysis (SEM–GSCA). The findings reveal that all four variables exert a positive and significant influence on students’ intention to use ChatGPT, providing empirical support for both the Technology Acceptance Model (TAM) and Uses and Gratifications Theory (UGT). The study concludes that students’ perceptions of ChatGPT’s ease of use, usefulness, novelty, and ability to fulfill information needs are critical drivers of their motivation to integrate the tool into their learning practices. Theoretical implications include advancing research on AI adoption in education, while practical implications encourage educators and institutions to promote responsible and effective use of AI tools like ChatGPT to support self-directed and adaptive learning. This study also provides insights into how generative AI influences students’ long-term learning motivation and behavioral intentions.

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