Student Acceptance Study of PhET Simulation with an Expanded Technology Acceptance Model Approach
DOI:
https://doi.org/10.37385/jaets.v5i1.3041Keywords:
Student acceptance, Phet Simulation, Problem-Based Learning, Technology Acceptance ModelAbstract
Phet simulation is a computer-based practicum simulation medium that helps to increase students’ engagement and understanding through concept visualization. Even though there have been numerous studies on the Technology Acceptance Model (TAM) related to Phet simulation, the TAM study of Phet simulation combined with certain learning methods is rarely observed. We propose an advanced version of TAM by including the external variables of system quality, user characteristics, and instructor. This study is a quantitative design with a descriptive, explanatory type. This model was tested using an online questionnaire disseminated to 49 students that finished taking basic natural sciences subjects using Phet simulation based on problem-based learning. The result showed that system quality has an effect on perceived usefulness, perceived ease of use has an effect on behavioral intention of use, behavioral intention of use has an effect on actual usage, and there is no relationship between instructor quality on perceived usefulness. Grit on perceived ease of use, learner anxiety, and perceived usefulness on the behavioral intention of use. These findings have implications regarding user acceptance of Phet simulation combined with certain learning methods, specifically problem-based learning.
Downloads
References
Abdullah, F., Ward, R., & Ahmed, E. (2016). Investigating the influence of the most commonly used external variables of TAM on students’ Perceived Ease of Use (PEOU) and Perceived Usefulness (PU) of e-portfolios. Computers in Human Behavior, 63, 75–90. https://doi.org/10.1016/j.chb.2016.05.014
Adam, A. (2017). Journal of Open, Flexible and Distance Learning, 21(1) 35 A Framework for Seeking the Connections B etween Technology, Pedagogy, and Culture: A S tudy in the Maldives. Journal of Open, Flexible and Distance Learning, 21(1), 35–51.
Agus, A., Juliadharma, M., & Djamaluddin, M. (2023). Application of the CIPP Model in Evaluation of The Inclusive Education Curriculum in Madrasah Aliyah. Nidhomul Haq?: Jurnal Manajemen Pendidikan Islam, 8(1), 31–50. https://doi.org/10.31538/ndh.v8i1.2705
Al-Gahtani, S. S. (2016). Empirical Investigation of e-Learning Acceptance and Assimilation: A structural Equation Model. Applied Computing and Informatics, 12(1), 27–50. https://doi.org/10.1016/j.aci.2014.09.001
Alharbi, S., & Drew, S. (2014). Using the Technology Acceptance Model in Understanding Academics’ Behavioural Intention to Use Learning Management Systems. International Journal of Advanced Computer Science and Applications, 5(1), 143–155. https://doi.org/10.14569/IJACSA.2014.050120
Almasri, F. (2022). Simulations to Teach Science Subjects: Connections Among Students’ Engagement, Self-Confidence, Satisfaction, and Learning Styles. Education and Information Technologies, 27(5), 7161–7181. https://doi.org/10.1007/s10639-022-10940-w
Alsalhi, N. R., Eltahir, Mohd. E., & Al-Qatawneh, S. S. (2019). The effect of Blended Learning on the Achievement of Ninth Grade Students in Science and Their Attitudes Towards Its Use. Heliyon, 5(9), e02424. https://doi.org/10.1016/j.heliyon.2019.e02424
Amirudin, J., Ruswandi, U., Erihadiana, M., & Rohimah, E. (2022). Implementation of The CTL Learning Model Through Islamic Moderate Values in Improving the Attitude of Students Tolerance in School. Nazhruna: Jurnal Pendidikan Islam, 5(2), 690–703. https://doi.org/10.31538/nzh.v5i2.2201
Arifin, S., Sutama, S., Aryani, S. A., Prayitno, H. J., & Waston, W. (2023). Improving The Professional Teacher Competence Through Clinical Supervision Based on Multicultural Values in Pesantren. Nazhruna: Jurnal Pendidikan Islam, 6(3), 386–402. https://doi.org/10.31538/nzh.v6i3.4037
Ashrafi, A., Zareravasan, A., Rabiee Savoji, S., & Amani, M. (2022). Exploring Factors Influencing Students’ Continuance Intention to uUse the Learning Management System (LMS): A Multi-perspective Framework. Interactive Learning Environments, 30(8), 1475–1497. https://doi.org/10.1080/10494820.2020.1734028
Astuti, I. A. D., & Handayani, S. (2018). Penggunaan Virtual Laboratory berbasis PhET Simulation Untuk Menentukan Konstanta Wien. Jurnal Penelitian Pembelajaran Fisika, 9(2), 66–72. https://doi.org/10.26877/jp2f.v9i2.2487
Awang, H., Mat Aji, Z., Mohd Yaakob, M. F., Sheik Osman, W. R., Mukminin, A., & Akhmad, H. (2018). Teachers’ Intention To Continue Using Virtual Learning. Journal of Technology and Science Education, 8(4), 439–452.
Bakar, M. A., Umroh, K. A., & Hameed, F. (2023). Improving Quality Islamic Education for Today’s Generation. At-Tadzkir: Islamic Education Journal, 2(2), 118–128. https://doi.org/10.59373/attadzkir.v2i2.42
Bo, W. V., Fulmer, G. W., Lee, C. K. E., & Chen, V. D. T. (2018). How Do Secondary Science Teachers Perceive the Use of Interactive Simulations? The Affordance in Singapore Context. Journal of Science Education and Technology, 27(6), 550–565. https://doi.org/10.1007/s10956-018-9744-2
Campbell, T., Longhurst, M. L., Wang, S. K., Hsu, H. Y., & Coster, D. C. (2015). Technologies and Reformed-Based Science Instruction: The Examination of a Professional Development Model Focused on Supporting Science Teaching and Learning with Technologies. Journal of Science Education and Technology, 24(5), 562–579. https://doi.org/10.1007/s10956-015-9548-6
Castéra, J., Marre, C. C., Yok, M. C. K., Sherab, K., Impedovo, M. A., Sarapuu, T., … Armand, H. (2020). Self-reported TPACK of teacher educators across six countries in Asia and Europe. Education and Information Technologies, 25(4), 3003–3019. https://doi.org/10.1007/s10639-020-10106-6
Chande, A. (2023). Global Politics of Knowledge Production: The Challenges of Islamization of Knowledge in The Light of Tradition Vs Secular Modernity Debate. Nazhruna: Jurnal Pendidikan Islam, 6(2), 271–289. https://doi.org/10.31538/nzh.v6i2.3502
Chen, Z. (2023). Artificial Intelligence-Virtual Trainer: Innovative Didactics Aimed at Personalized Training Needs. Journal of the Knowledge Economy, 14(2), 2007–2025. https://doi.org/10.1007/s13132-022-00985-0
Cidral, W. A., Oliveira, T., Di Felice, M., & Aparicio, M. (2018). E-learning success determinants: Brazilian empirical study. Computers and Education, 122(351), 273–290. https://doi.org/10.1016/j.compedu.2017.12.001.This
Çivril, H., & Özkul, A. E. (2021). Investigation of the Factors Affecting Open and Distance Education Learners’ Intentions to Use a Virtual Laboratoryi. International Review of Research in Open and Distance Learning, 22(2). https://doi.org/10.19173/irrodl.v22i2.5076
Correia, A.-P., Koehler, N., Thompson, A., & Phye, G. (2019). The application of PhET simulation to teach gas behavior on the submicroscopic level: Secondary school students’ perceptions. Research in Science & Technological Education, 37(2), 193–217. https://doi.org/10.1080/02635143.2018.1487834
Damayanti, F., Sianturi, N. M., Damayanto, A., Bangkara, B. M. A. S. A., & Ristianti, D. H. (2023). The Excellence of Lecturer HR in Increasing Competition In Research-Based Higher Education Services. Tafkir: Interdisciplinary Journal of Islamic Education, 4(1), 37–57. https://doi.org/10.31538/tijie.v4i1.292
Darrah, M., Humbert, R., Finstein, J., Simon, M., & Hopkins, J. (2014). Are Virtual Labs as Effective as Hands-on Labs for Undergraduate Physics? A Comparative Study at Two Major Universities. Journal of Science Education and Technology, 23(6), 803–814. https://doi.org/10.1007/s10956-014-9513-9
Datu, J. A. D., & Fong, R. W. (2018). Examining the association of grit with test emotions among Hong Kong Chinese primary school students. School Psychology International, 39(5), 510–525. https://doi.org/10.1177/0143034318793468
Davis, F. D. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.5962/bhl.title.33621
Davis, F. D., & Venkatesh, V. (1996). A Critical Assessment of Potential Measurement Biases in the Technology Acceptance Model: Three Experiments. International Journal of Human Computer Studies, 45(1), 19–45. https://doi.org/10.1006/ijhc.1996.0040
Dian, D., Indayanti, A. N., Fanani, A. I., & Nurhayati, E. (2023). Optimizing Islamic Religious Colleges In Facing The Era of Globalization. Tafkir: Interdisciplinary Journal of Islamic Education, 4(1), 58–77. https://doi.org/10.31538/tijie.v4i1.326
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and Passion for Long-Term Goals. Journal of Personality and Social Psychology, 92(6), 1087–1101. https://doi.org/10.1037/0022-3514.92.6.1087
El Kharki, K., Berrada, K., & Burgos, D. (2021). Design and Implementation of a Virtual Laboratory for Physics Subjects in Moroccan Universities. Sustainability, 13(7), 3711. https://doi.org/10.3390/su13073711
Estriegana, R., Medina-Merodio, J.-A., & Barchino, R. (2019). Student Acceptance of Virtual Laboratory and Practical Work: An Extension of the Technology Acceptance Model. Computers & Education, 135(July), 1–14. https://doi.org/10.1016/j.compedu.2019.02.010
Faizah, S. N., & Khairiyah, U. (2021). Analysis of e-learning systems Success using Google Classroom in PGMI major of Universitas Islam Lamongan: SEM (Structural Equation Modelling). ELEMENTARY: Islamic Teacher Journal, 9(2), 309–332. https://doi.org/10.21043/elementary.v9i2.11822
Faqih, K. M. S., & Jaradat, M.-I. R. M. (2015). Assessing the moderating effect of gender differences and individualism-collectivism at individual-level on the adoption of mobile commerce technology: TAM3 perspective. Journal of Retailing and Consumer Services, 22, 37–52. https://doi.org/10.1016/j.jretconser.2014.09.006
Fatimah, F. S., Asy’ari, H., Sandria, A., & Nasucha, J. A. (2023). Learning Fiqh Based on the TAPPS (Think Aloud Pair Problem Solving) Method in Improving Student Learning Outcomes. At-Tadzkir: Islamic Education Journal, 2(1), 1–15.
Fikriyati, M., Katoningsih, S., & Hasan, S. (2023). Use of Loose Part Media With Cardboard and Sand Materials in Islamic Children’s Schools. Nazhruna: Jurnal Pendidikan Islam, 6(1), 60–71. https://doi.org/10.31538/nzh.v6i1.2858
Finkelstein, N. D., Adams, W. K., Keller, C. J., Kohl, P. B., Perkins, K. K., Podolefsky, N. S., … Lemaster, R. (2005). When learning about the real world is better done virtually: A study of substituting computer simulations for laboratory equipment. Physical Review Special Topics - Physics Education Research, 1(1), 1–8. https://doi.org/10.1103/PhysRevSTPER.1.010103
Firdaus, M. A., Jamal, M. Y. S., & Arifin, B. S. (2023). Improving Student Learning Outcomes Through Project-Based Learning in Islamic Religion Lessons. Tafkir: Interdisciplinary Journal of Islamic Education, 4(2), 241–254. https://doi.org/10.31538/tijie.v4i2.400
Flegr, S., Kuhn, J., & Scheiter, K. (2023). When the whole is greater than the sum of its parts: Combining real and virtual experiments in science education. Computers & Education, 197, 104745. https://doi.org/10.1016/j.compedu.2023.104745
Fuadi, A., Nasution, W. N., & Wijaya, C. (2023). Management of Teacher Professionalism Development: A Multi-Site Study of State Madrasah Aliyah in Langkat Regency. Tafkir: Interdisciplinary Journal of Islamic Education, 4(1), 180–199. https://doi.org/10.31538/tijie.v4i1.444
Gunasekaran, A., & Nath, B. (1997). The role of information technology in business process reengineering. International Journal of Production Economics, 50(2–3), 91–104. https://doi.org/10.1016/S0925-5273(97)00035-2
Habibi, A., Riyanto, Y., Diat, L., & Sofwan, M. (2018). Building an Online Community: Student Teachers’ Perceptions on The Advantages of Using Social Networking Services in a Teacher Education Program. Turkish Online Journal of Distance Education, (January), 46–61.
Haji, A. G., Safriana, & Safitri, R. (2015). The use of problem based learning to increase students’ learning independent and to investigate students’ concept understanding on rotational dynamic at students of SMA Negeri 4 Banda Aceh. Jurnal Pendidikan IPA Indonesia, 4(1), 67–72. https://doi.org/10.15294/jpii.v4i1.3503
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275–285. https://doi.org/10.1016/j.susoc.2022.05.004
Howard, J. M., Nicholson, B. C., & Chesnut, S. R. (2019). Relationships between positive parenting, overparenting, grit, and academic success. Journal of College Student Development, 60(2), 189–202. https://doi.org/10.1353/csd.2019.0018
Howard, S. K., Chan, A., & Caputi, P. (2015). More than beliefs: Subject areas and teachers’ integration of laptops in secondary teaching. British Journal of Educational Technology, 46(2), 360–369. https://doi.org/10.1111/bjet.12139
Inayah, N., & Masruroh, M. (2021). PhET Simulation Effectiveness as Laboratory Practices Learning Media to Improve Students’ Concept Understanding. Prisma Sains?: Jurnal Pengkajian Ilmu Dan Pembelajaran Matematika Dan IPA IKIP Mataram, 9(2), 152. https://doi.org/10.33394/j-ps.v9i2.2923
Jr., J. F. H., Black, W. C., Babin, B. J., & Anderson, R. E. (2014). Multivariate Data Analysis. United States of America: British Library Cataloguing-in-Publication Data.
Kamble, S., Gunasekaran, A., & Arha, H. (2019). Understanding the Blockchain Technology Adoption in Supply Chains-Indian Context. International Journal of Production Research, 57(7), 2009–2033. https://doi.org/10.1080/00207543.2018.1518610
Kapilan, N., Vidhya, P., & Gao, X. Z. (2021). Virtual Laboratory: A Boon to the Mechanical Engineering Education During Covid-19 Pandemic. Higher Education for the Future, 8(1). https://doi.org/10.1177/2347631120970757
Komalasari, M., & Yakubu, A. B. (2023). Implementation of Student Character Formation Through Islamic Religious Education. At-Tadzkir: Islamic Education Journal, 2(1), 52–64.
Kriek, J., & Stols, G. (2010). Teachers ’ beliefs and their intention to use interactive simulations in their classrooms. 30, 439–456.
Lathifah, E., Humaidi, M. N., & Kamaludin, M. (2023). Implementing One Stop Schooling System Program in Reaching Graduate Standards of Santri at Salaf Islamic Boarding Schools. Nidhomul Haq?: Jurnal Manajemen Pendidikan Islam, 8(2), 166–179. https://doi.org/10.31538/ndh.v8i2.3715
Mahardika Arsa Putra, G. Y., & Tri Agustiana, I. G. A. (2021). ELKPD Materi Pecahan dalam Pembelajaran di Sekolah Dasar. MIMBAR PGSD Undiksha, 9(2), 220. https://doi.org/10.23887/jjpgsd.v9i2.35813
Malan, S. B., Ndlovu, M., & Engelbrecht, P. (2014). Introducing problem-based learning (PBL) into a foundation programme to develop self-directed learning skills. South African Journal of Education, 34(1), 1–16. https://doi.org/10.15700/201412120928
McElhaney, K. W., Chang, H.-Y., Chiu, J. L., & Linn, M. C. (2015). Evidence for effective uses of dynamic visualisations in science curriculum materials. Studies in Science Education, 51(1), 49–85. https://doi.org/10.1080/03057267.2014.984506
Mohammadi, H. (2015). Investigating users’ perspectives on e-learning: An integration of TAM and IS success model. Computers in Human Behavior, 45, 359–374. https://doi.org/10.1016/j.chb.2014.07.044
Moore, E.B., & Perkins, K. K. (2018). Advances in PhET Interactive Simulations: Interoperable and Accessible. In Cyber-Physical Laboratories in Engineering and Science Education (pp. 141–162). Springer, Cham. https://doi.org/10.1007/978-3-319-76935-6_6
Mtebe, J. S., & Raphael, C. (2018). Key factors in learners’ satisfaction with the e-learning system at the University of Dar es Salaam, Tanzania. Australasian Journal of Educational Technology, 34(4), 107–122. https://doi.org/10.1111/j.1747-1567.2009.00538.x
Muhaimin, M., Habibi, A., Mukminin, A., Saudagar, F., Pratama, R., W. (2019). A Sequential Explanatory Investigation of Tpack: Indonesian Science Teachers’ Survey and Perspective. Journal of Technology and Science Education, 9(3), 269–281. http://dx.doi.org/10.3926/jotse.662
Mwantimwa, K. (2019). ICT usage to enhance firms’ business processes in Tanzania. Journal of Global Entrepreneurship Research, 9(1), 46. https://doi.org/10.1186/s40497-019-0170-6
Nikou, S. A., & Economides, A. A. (2017). Mobile-based assessment: Investigating the factors that influence behavioral intention to use. Computers & Education, 109, 56–73. https://doi.org/10.1016/j.compedu.2017.02.005
Okumus, F. (2013). Facilitating knowledge management through information technology in hospitality organizations. Journal of Hospitality and Tourism Technology, 4(1), 64–80. https://doi.org/10.1108/17579881311302356
Ottested, Geir & Gudmundsdottir, G. B. (2018). ICT policy in primary and secondary education in Europe. In & K. W. L. In J.Voogt, G. Knezek, R. Christensen (Ed.), Second Handbook of Information Technology in Primary and Secondary (pp. 1343–1362). Cham: Springer.
Ouajdouni, A., Chafik, K., & Boubker, O. (2021). Measuring e-learning systems success: Data from students of higher education institutions in Morocco. Data in Brief, 35, 1–10. https://doi.org/10.1016/j.dib.2021.106807
Pornel, J. B., & Saldaña, G. A. (2013). Four Common Misuses of the Likert Scale. Philippine Journal of Social Sciences and Humanities, 18(2), 12–19.
Pratiwi, D. P., & Warlizasusi, J. (2023). The Effect of Principal Leadership and Work Motivation on Junior High School Teacher Performance. Kharisma: Jurnal Administrasi Dan Manajemen Pendidikan, 2(1), 18–25. https://doi.org/10.59373/kharisma.v2i1.16
Purnomo, S. H., & Lee, Y.-H. (2013). E-learning adoption in the Banking Workplace in Indonesia. Information Development, 29(2), 138–153. https://doi.org/10.1177/0266666912448258
Rahmadita, N., Mubarok, H., & Prahani, B. K. (2021). Profile of Problem-based Learning (PBL) Model Assisted by PhET to Improve Critical Thinking Skills of High School Students in Dynamic Electrical Materials. Jurnal Penelitian Pendidikan IPA, 7(4), 617–624. https://doi.org/0.29303/jppipa.v7i4.799
Reigeluth, C., & Joseph., R. (2002). Beyond Technology Integration: The Case for Technology. Educational Technology and Society, (November).
Rodríguez Lera, F. J., Fernández González, D., Martín Rico, F., Guerrero-Higueras, Á. M., & Conde, M. Á. (2021). Measuring Students Acceptance and Usability of a Cloud Virtual Desktop Solution for a Programming Course. Applied Sciences, 11(15), 1–16. https://doi.org/10.3390/app11157157
Sagnier, C., Loup-Escande, E., Lourdeaux, D., Thouvenin, I., & Valléry, G. (2020). User Acceptance of Virtual Reality: An Extended Technology Acceptance Model. International Journal of Human-Computer Interaction, 36(11), 993–1007. https://doi.org/10.1080/10447318.2019.1708612
Salame, I. I., & Makki, J. (2021). Examining the Use of PhET Simulations on Students’ Attitudes and Learning in General Chemistry II. Interdisciplinary Journal of Environmental and Science Education, 17(4), e2247. https://doi.org/10.21601/ijese/10966
Taherdoost, H. (2019). What Is the Best Response Scale for Survey and Questionnaire Design; Review of Different Lengths of Rating Scale / Attitude Scale / Likert Scale. International Journal of Academic Research in Management (IJARM), 8(1), 1–10.
Ulva, S. M. (2017). Developing PBL kit by utilizing blog in order to improve scientific process and problem solving skills in physics learning. Jurnal Inovasi Pendidikan IPA, 3(1), 89. https://doi.org/10.21831/jipi.v3i1.13678
Urbach, N., Smolnik, S., & Riempp, G. (2010). An empirical investigation of employee portal success. Journal of Strategic Information Systems, 19(3), 184–206. https://doi.org/10.1016/j.jsis.2010.06.002
Wu, B., & Chen, X. (2017). Continuance Intention to Use MOOCs: Integrating the Technology Acceptance Model (TAM) and Task Technology Fit (TTF) Model. Computers in Human Behavior, 67, 221–232. https://doi.org/10.1016/j.chb.2016.10.028
Yerdelen-Damar, S., Boz, Y., & Ayd?n-Günbatar, S. (2017). Mediated Effects of Technology Competencies and Experiences on Relations among Attitudes Towards Technology Use, Technology Ownership, and Self Efficacy about Technological Pedagogical Content Knowledge. Journal of Science Education and Technology, 26(4), 394–405. https://doi.org/10.1007/s10956-017-9687-z
CITEDNESS IN SCOPUS
CITEDNESS IN WOS
