**Research Instrument for the Study:**

**Evaluating ICT Acceptance for Digital Learning in Islamic Education Based on a Modified UTAUT Model: The Role of Religious Perspective**

<table>
<thead>
<tr class="header">
<th><strong>No.</strong></th>
<th><strong>Construct</strong></th>
<th><strong>Definition</strong></th>
<th><strong>Code</strong></th>
<th><strong>Items/Indicators</strong></th>
<th><strong>Source (s)</strong></th>
</tr>
</thead>
<tbody>
<tr class="odd">
<td>1.</td>
<td>Effort Expectancy (EE)</td>
<td>The level of ease of use an individual believes an ICT<strong><sup>*</sup></strong> will be able to reduce the efforts (energy and time) when doing their work.</td>
<td>EE1</td>
<td>My interaction with ICT would be clear and understandable.</td>
<td>(Venkatesh, Morris, Davis, &amp; Davis, 2003; Venkatesh &amp; Zhang, 2010)</td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td>EE2</td>
<td>It would be easy for me to become skillful at using ICT for learning/teaching.</td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td>EE3</td>
<td>I think that learning to operate ICT would be easy for me.</td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td>EE4</td>
<td>I would find ICT easy to use for learning/teaching Islamic studies.</td>
<td></td>
</tr>
<tr class="odd">
<td>2.</td>
<td>Performance Expectancy (PE)</td>
<td>The degree to which a person believes that a particular ICT is useful and will help gain performance on the job.</td>
<td>PE1</td>
<td>I think that using ICT would enable me to conduct tasks more quickly.</td>
<td>(Venkatesh et al., 2003; Venkatesh &amp; Zhang, 2010)</td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td>PE2</td>
<td>I think that using ICT would improve my performance.</td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td>PE3</td>
<td>ICT is useful to carry out my madrasa tasks.</td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td>PE4</td>
<td>I think that using ICT would increase my productivity.</td>
<td></td>
</tr>
<tr class="odd">
<td>3.</td>
<td>Social Influence (SI)</td>
<td>The extent to which an individual perceives an interest that is trusted by others who will influence them using ICT.</td>
<td>SI1</td>
<td>People (Peers and Seniors) who influence my behavior think that I should use ICT for learning.</td>
<td>(Venkatesh et al., 2003; Venkatesh &amp; Zhang, 2010)</td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td>SI2</td>
<td>People who are important to me think that I should use ICT.</td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td>SI3</td>
<td>People in madrasa who use ICT have more prestige than those who do not.</td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td>SI4</td>
<td>Using ICT is a status symbol in madrasa<br />
environment.</td>
<td></td>
</tr>
<tr class="odd">
<td>4.</td>
<td>Facilitating Conditions (FC)</td>
<td>The degree to which a person believes that there is help from people and technical infrastructure available to support the use of the ICT.</td>
<td>FC1</td>
<td>I have the resources necessary to use ICT in madrasa.</td>
<td>(Thompson, Higgins, &amp; Howell, 1991; Venkatesh et al., 2003; Venkatesh &amp; Zhang, 2010)</td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td>FC2</td>
<td>I have the knowledge necessary to use ICT.</td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td>FC3</td>
<td>People are available for assistance with ICT usage difficulties.</td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td>FC4</td>
<td>Specialized instruction concerning the particular ICT is available to me.</td>
<td></td>
</tr>
<tr class="odd">
<td>5.</td>
<td>Personal Innovativeness (PI)</td>
<td>The state and degree of a person’s willingness to adopt an introduced ICT.</td>
<td>PI1</td>
<td>If I heard about a particular ICT, I would look for ways to<br />
experiment with it.</td>
<td>(Agarwal &amp; Karahanna, 2000; Agarwal &amp; Prasad, 1998)</td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td>PI2</td>
<td>Among my peers, I am usually the first to try out introduced ICT.</td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td>PI3</td>
<td>I like to experiment with introduced ICT.</td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td>PI4</td>
<td>Generally, I am not hesitant to try out ICT.</td>
<td></td>
</tr>
<tr class="odd">
<td>6.</td>
<td>Religious Perspective (RP)</td>
<td>Is the perspective and degree an individual perceives the relevance of using ICT for learning purposes in reference to their religious (Islamic) understanding.</td>
<td>RP1</td>
<td>It is generally permissible to use ICT in Islam.</td>
<td>(Abubakari &amp; Priyanto, 2021)</td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td>RP2</td>
<td>I believe ICT is very important in learning Islam.</td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td>RP3</td>
<td>Muslims should use ICT in their Islamic routines.</td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td>RP4</td>
<td>Using ICT is not against Islam.</td>
<td></td>
</tr>
<tr class="odd">
<td>7.</td>
<td>Behavioral Intention (BI)</td>
<td>The extent a person intends to use an ICT.</td>
<td>BI1</td>
<td>I intend to use ICT in the next few months.</td>
<td>(Venkatesh<br />
et al, 2003)</td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td>BI2</td>
<td>I plan to use ICT in the near future.</td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td>BI3</td>
<td>I predict I would use ICT in some coming months.</td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td>BI4</td>
<td>I intend to use ICT continuously for learning/teaching Islam in the future.</td>
<td></td>
</tr>
<tr class="odd">
<td>8.</td>
<td>Use Behavior (UB)</td>
<td>The frequency and extent to which an individual has used an ICT.</td>
<td>UB1</td>
<td>I use ICT for learning/teaching Islamic studies sometimes.</td>
<td>(Venkatesh<br />
et al, 2003)</td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td>UB2</td>
<td>I often use ICT for searching Islamic knowledge resources in the internet.</td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td>UB3</td>
<td>Most of the time I use ICT (smartphone/computer/internet) for learning/teaching Islam.</td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td>UB4</td>
<td>I usually access learning materials in the Islamic websites (Internet resources).</td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
</tbody>
</table>

Note: **<sup>\*</sup>ICT** (**information and communications technology, or technologies):** Generally, means all devices, networking components, applications and systems that allow people and organizations to interact (information transfer and communicate). In this study, ICT focus most in usage of facilities such as computers, smartphones, and internet resources such as social media, websites, etc.