Analysing Technology Acceptance for Digital Learning in Islamic Education: The Role of Religious Perspective on ICT

Mussa S Abubakari; Gamal Abdul Nasir Zakaria; Priyanto Priyanto; Dewi Triantini

doi:10.24191/jcrinn.v8i1.344

Analysing Technology Acceptance for Digital Learning in Islamic Education: The Role of Religious Perspective on ICT

Authors

Mussa Saidi Abubakari Universiti Brunei Darussalam https://orcid.org/0000-0003-3782-281X
Dr. Gamal Abdul Nasir Zakaria Sultan Hassanal Bolkiah Institute of Education, Universiti Brunei Darussalam
Dr. Priyanto Faculty of Engineering, Yogyakarta State University.
Dewi Triantini Department of Electrical Engineering Education, Yogyakarta State University

DOI:

https://doi.org/10.24191/jcrinn.v8i1.344

Keywords:

ICT, Islamic Education, Technology acceptance, UTAUT

Abstract

Whether in general education or Islamic education, information and communication technologies (ICT) have shown to be effective in boosting learning and teaching processes. However, the optimal utilization of ICT in Islamic education is hardly observed, and its acceptance is rarely analysed. Therefore, the present study evaluated factors influencing individuals in Islamic education to adopt ICT based on the modified unified theory of acceptance and use of technology (UTAUT) model by incorporating two external factors: personal innovativeness and a religious perspective on the ICT aspect. The study employed a survey method to collect data from 225 valid respondents from Indonesia and applied a partial least squares-structural equation modelling (PLS-SEM) approach for analysis purposes. The study’s findings suggest that three factors significantly influenced behavioural intention to utilize ICT in Islamic education. These factors are the religious perspective on ICT, personal innovativeness, and social influence, with the religious perspective being more effective factor on behavioural intention than other factors. Moreover, religious perspective, facilitating conditions, and behavioural intention significantly affected actual ICT usage. Both effort and performance expectancies did not significantly affect behavioural intention to use ICT. Besides that, personal innovativeness was found insignificant in influencing usage behaviour, however, it significantly affected effort expectancy, while religious perspective significantly influenced performance expectancy. Finally, the study’s model explained 55.1% of behavioural intention and 54.0% of usage behaviour. The implications of the findings for practical and theoretical contributions are discussed in this paper.

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Author Biographies

Mussa Saidi Abubakari, Universiti Brunei Darussalam

Dr. Gamal Abdul Nasir Zakaria, Sultan Hassanal Bolkiah Institute of Education, Universiti Brunei Darussalam

Associate Professor of Islamic Education, Sultan Hassanal Bolkiah Institute of Education.

Dr. Priyanto, Faculty of Engineering, Yogyakarta State University.

Associate Professor of Informatics Engineering Education in the Faculty of Engineering at Yogyakarta State University, Indonesia.

Dewi Triantini, Department of Electrical Engineering Education, Yogyakarta State University

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