TEKNOLOGI, MEDIA DIGITAL, DAN INSTRUKSI MEMBACA MENDALAMI PENERIMAAN PENGGUNA LITERASI CLOUD: SEBUAH TINJAUAN DARI SMART PLS
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Abstrak
Perkembangan teknologi dan media digital mempengaruhi siswa, guru, dan pengajaran membaca secara dramatis. Generasi pelajar saat ini adalah generasi yang paling banyak pengalaman menggunakan teknologi. Literacy Cloud, sebuah platform online yang menyediakan buku-buku berkualitas yang dapat diakses, menghadirkan teknologi mutakhir ke dalam pembelajaran untuk memungkinkan, menginspirasi, dan memotivasi semua siswa, terlepas dari latar belakang, bahasa, atau disabilitas, untuk mencapainya. Literacy Cloud memanfaatkan kekuatan teknologi untuk memberikan pembelajaran yang dipersonalisasi dan memungkinkan pembelajaran berkelanjutan dan seumur hidup. Oleh karena itu, penting untuk menyelidiki penerimaannya selama pembelajaran jarak jauh. UTAUT 2 (Unified Theory of Acceptance and Use of Technology) adalah model yang digunakan untuk menganalisis penerimaan. Peneliti telah memilih 148 pengguna yang tersebar di pulau Bali dan Jawa. Indikator yang dijadikan acuan dalam penelitian ini adalah Performance Expectancy, Effort Expectancy, Social Influence, Facilitating Conditions, Price Value, Hedonic Motivation, dan Habit on Behavior dengan menggunakan teknik analisis PLS-SEM.
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Referensi
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Bidin, S., & Ziden, A. A. (2013). Adoption and Application of Mobile Learning in the Education Industry. Procedia - Social and Behavioral Sciences, 90(InCULT 2012), 720–729. https://doi.org/10.1016/j.sbspro.2013.07.145
Broek, V. den, Kendeou, & White. (2009). Cognitove process during reading: Implications for the use of multimedia to foster reading comprehension.
Chang, A. (2012). UTAUT AND UTAUT 2: A REVIEW AND AGENDA FOR FUTURE RESEARCH. In Journal The WINNERS (Vol. 13, Issue 2).
Dodds, W. B., Monroe, K. B., & Grewal, D. (1991). Effects of Price, Brand, and Store Information on Buyers’ Product Evaluations. Journal of Marketing Research, 28(3), 307. https://doi.org/10.2307/3172866
Gheytasi, M., Azizifar, A., & Gowhary, H. (2015). The Effect of Smartphone on the Reading Comprehension Proficiency of Iranian EFL Learners. Procedia - Social and Behavioral Sciences, 199, 225–230. https://doi.org/10.1016/j.sbspro.2015.07.510
Gupta, B., Dasgupta, S., & Gupta, A. (2008). Adoption of ICT in a government organization in a developing country: An empirical study. Journal of Strategic Information Systems, 17(2), 140–154. https://doi.org/10.1016/j.jsis.2007.12.004
Hariyanti, A. O., Hidayatullah, S., & Prasetya, D. A. (2020). Analysis of the Acceptance and Use of Mobile Banking Services Using the Unified Theory of Acceptance and Use of Technology (Case Study of Bank Jatim Pasuruan Branch). Research Journal of Advanced Engineering and Science, 5(1), 254–262.
Islam, Z., Kim Cheng Low, P., & Hasan, I. (2013). Intention to use advanced mobile phone services (AMPS). Management Decision, 51(4), 824–838. https://doi.org/10.1108/00251741311326590
Kennedy, E., Dunphy, E., Dwyer, B., Hayes, G., McPhillips, T., Marsh, J., O’Connor, M., & Shiel, G. (2012). Literacy in early childhood and primary education (3-8 Years). National Council for Curriculum and Assessment (NCCA), 15, 1–412.
Martins, M., Farias, J. S., Albuquerque, P. H. M., & Pereira, D. S. (2018). Adoption of technology for reading purposes: A study articles of e-books acceptance. Brazilian Business Review, 15(6), 568–588. https://doi.org/10.15728/bbr.2018.15.6.4
Mills, K. A. (2010). Shrek meets Vygotsy: Rethingking adolescent multimodal practice in school. Journal of Adolescent & Adult Literacy, 34–45. https://doi.org/10.1598/JAAL.54.1.4
Nordhoff, S., Louw, T., Innamaa, S., Lehtonen, E., Beuster, A., Torrao, G., Bjorvatn, A., Kessel, T., Malin, F., Happee, R., & Merat, N. (2020). Using the UTAUT2 model to explain public acceptance of conditionally automated (L3) cars: A questionnaire study among 9,118 car drivers from eight European countries. Transportation Research Part F: Traffic Psychology and Behaviour, 74, 280–297. https://doi.org/10.1016/j.trf.2020.07.015
Omland, M. (2021). Technology-aided meaning-making across participation structures: interruptions, interthinking and synthesising. International Journal of Educational Research, 109(July 2020), 101842. https://doi.org/10.1016/j.ijer.2021.101842
Pasnik, S., Strother, S., Schnindel, J., Penuel, W. R., & Llorente. (2007). Report to the Ready to Learn Initative: Review of researhc on media and ypung children’s literacy. Educational Development Centre.
Pendidikan, K., & Jakarta, K. (2017). Panduan Gerakan Literasi Nasional.
Pindeh, N., Suki, N. M., & Suki, N. M. (2016). User Acceptance on Mobile Apps as an Effective Medium to Learn Kadazandusun Language. Procedia Economics and Finance, 37(16), 372–378. https://doi.org/10.1016/s2212-5671(16)30139-3
Samuels, S. J., & Farstrup, A. E. (2011). What research has to say about reading instruction (4th ed.). International Reading Association.
Shahriza Abdul Karim, N., & Hasan, A. (2007). Reading habits and attitude in the digital age. The Electronic Library, 25(3), 285–298. https://doi.org/10.1108/02640470710754805
T Byron. (2008). Safer children in a digital world: The report of Byron Review.
Viswanath, V., G, M. M., B, D. G., & D, D. F. (2006). Human Acceptance of Information Technology. International Encyclopedia of Ergonomics and Human Factors, Second Edition - 3 Volume Set, 27(3), 425–478. https://doi.org/10.1201/9780849375477.ch230
Wibawa, S. C., Cholifah, R., Utami, A. W., & Nurhidayat, A. I. (2018). Creative Digital Worksheet Base on Mobile Learning. IOP Conference Series: Materials Science and Engineering, 288(1). https://doi.org/10.1088/1757-899X/288/1/012130