TEACHERS’ ADOPTION OF INFORMATION AND COMMUNICATION TECHNOLOGY IN SENIOR HIGH SCHOOL ECONOMICS INSTRUCTION

Yohanes Harsoyo

Sari


Abstract
This research has been meant to (1) describe the adoption of ICT in economics instruction, (2) discover the influence of the characteristics of innovation variables to the adoption of ICT, (3) discover the influence of the environment variables to the adoption of ICT in economics instruction, (4) discover the influence of the affective variable to the adoption of ICT in economics instruction, and (5) discover the influence of the demographic variables to the adoption of ICT in economics instruction. This research employed the combination of the quantitative and qualitative approaches known as the mixed method. The qualitative data were results of interviews with economics teachers, economics instruction supervisors, students, school principals, and on-service-teacher trainers. The qualitative data were analyzed qualitatively through the steps of data reduction, data presentation, and conclusion drawing. The research results showed the following conclusions. First, most teachers often employed information and communication technology in economics instruction. Second, the ICT adoption models which contain the innovation characteristics variable, the environment variable, the affect-towards-use variable, and the demographic variable worked well in explaining the diversity of the adoption in economics instruction. Third, the variables in the group of characteristics of innovation variable which had significant influence to the adoption of ICT were voluntariness, relative advantage, result demonstrability, and ease of use. Meanwhile, those which did not have significant influence were those of compatibility, image, trialability, and visibility. Fourth, all variables in the group of environment variable which consisted of social influence facilitating conditions had significant influence to the adoption of ICT in economics instruction. Fifth, the variable of affect toward use consisted of the feeling of liking and the feeling of interest had significant influence to the adoption of ICT in economics instruction. Sixth, the group of demographic variable was not good predictors in relation to the adoption of ICT in economics instruction. None of the five sub-variables in the demographic variable, which consisted of school status, age, gender, experience and duration in training participation, had any significant influence in the adoption of ICT in economics instruction.
Keywords: adoption, information and communication technology (ICT), teachers, economics instruction innovation


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