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"ABSTRACTPenelitian ini bertujuan untuk melihat hubungan antara computer self-efficacy dan behavioral intention untuk menggunakan komputer pada guru. Partisipan dalam penelitian ini berjumlah 123 orang guru dari beberapa sekolah menengah pertama negeri SMPN di Jakarta, Depok, dan Bogor. Alat ukur yang digunakan yaitu, computer self-efficacy yang dikembangkan Compeau dan Higgins 1995 untuk mengukur keyakinan guru tentang kapabilitas dalam menggunakan komputer dan behavioral intention yang dikembangkan Soderlund 2002 untuk mengukur kemungkinan guru untuk menggunakan komputer. Hasil penelitian menunjukan terdapat hubungan positif yang signifikan antara computer self-efficacy dan behavioral intention untuk menggunakan komputer pada guru r = 0.246, p = 0.006. Hasil tersebut menunjukkan bahwa semakin guru yakin mengenai kapabilitasnya menggunakan komputer, maka semakin mungkin juga guru untuk menggunakan komputer dalam proses pembelajaran di dalam kelas.

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ABSTRACTThis study aims to examine the relationship between computer self efficacy and behavioral intention to use computer in teachers. There were 123 participants from several public junior high school in Jakarta, Depok, and Bogor. The data were collected using Computer Self Efficacy CSE inventory developed by Compeau and Higgins 1995 to measure teachers rsquo beliefs about the capabilities to use computer and Behavioral Intention BI inventory developed by Soderlund 2002 to measure teachers rsquo probability to use computer. The main result shows that there is a significant positive correlation between computer self efficacy and behavioral intention to use computer on junior high school teachers r 0.246, p 0.006. This result shows when teacher believe with their ability to use computer, they tend to be inclined to use the computer in learning process. "

"ABSTRAKPenelitian korelasional ini dilakukan untuk mendapatkan gambaran mengenai hubungan antara computer self-efficacy (CSE) dan penggunaan komputer oleh guru sekolah dasar. CSE didefinisikan sebagai keyakinan seseorang mengenai kapabilitasnya untuk menggunakan komputer (Compeau & Higgins, 1995), sedangkan penggunaan komputer didefinisikan sebagai frekuensi guru menggunakan komputer dalam bentuk preparation, professional e-mail, delivering instruction, accommodation, dan grading (Babell, Russell, & O?Dwyer, 2004). CSE diukur menggunakan alat ukur Computer Self-Efficacy milik Compeau & Higgins (1995) dan penggunaan komputer menggunakan alat ukur Teachers? Technology Use milik Babell, Russell, & O?Dwyer (2004). Data didapat dari 164 orang partisipan guru sekolah dasar di Jakarta, Bogor, dan Bekasi. Hasil penelitian menunjukkan terdapat hubungan positif signifikan antara CSE dan penggunaan komputer pada guru sekolah dasar (r = 0,486, p = 0,000, L.o.S. 0,01). Berdasar pada hasil penelitian, peneliti menyarankan pihak guru dan sekolah untuk mengupayakan peningkatan CSE guna meningkatkan penggunaan komputernya.

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ABSTRACTThis correlational study was conducted to demonstrate the relationship between computer self-efficacy (CSE) and elementary school teachers? use of computer. CSE is defined as a judgement of one?s capability to use a computer (Compeau & Higgins, 1995) and teachers? use of computer is defined as the frequency of teachers? using computer in the form of preparation, professional e-mail, delivering instruction, accommodation, and grading (Babell, Russell, & O?Dwyer, 2004). CSE was measured by Computer Self-Efficacy Scale (Compeau & Higgins, 1995) and teachers? use of computer was measured by Teachers? Technology Use Scale (Babell, Russell, & O?Dwyer, 2004). Data was collected from 164 elementary school teachers in Jakarta, Bogor, and Bekasi. The main result shows that there is a significant positive correlation between computer self-efficacy and teachers? use of computer on elementary school teachers (r = 0,486, p = 0,000, L.o.S. 0,01). Based on the study result, it is suggested for teachers and schools to work on improving the CSE in order to increase the use of computers.This correlational study was conducted to demonstrate the relationship between computer self-efficacy (CSE) and elementary school teachers? use of computer. CSE is defined as a judgement of one?s capability to use a computer (Compeau & Higgins, 1995) and teachers? use of computer is defined as the frequency of teachers? using computer in the form of preparation, professional e-mail, delivering instruction, accommodation, and grading (Babell, Russell, & O?Dwyer, 2004). CSE was measured by Computer Self-Efficacy Scale (Compeau & Higgins, 1995) and teachers? use of computer was measured by Teachers? Technology Use Scale (Babell, Russell, & O?Dwyer, 2004). Data was collected from 164 elementary school teachers in Jakarta, Bogor, and Bekasi. The main result shows that there is a significant positive correlation between computer self-efficacy and teachers? use of computer on elementary school teachers (r = 0,486, p = 0,000, L.o.S. 0,01). Based on the study result, it is suggested for teachers and schools to work on improving the CSE in order to increase the use of computers."

"ABSTRAKTujuan dari penelitian ini yaitu untuk melihat apakah terdapat hubungan antara computer self-efficacy dengan technology acceptance pada Guru SMA. Variabel computer self-efficacy diukur dengan alat ukur Computer Self-Efficacy CSE yang dikembangkan oleh Compeau dan Higgins 1995 yang juga telah diterjemahkan dan diadaptasi ke dalam Bahasa Indonesia. Sementara itu, variabel kedua yaitu technology acceptance yang dipengaruhi oleh dua faktor, yaitu perceived usefulness dan perceived ease of use. Kedua faktor ini diukur dengan alat ukur Technology Acceptance Model TAM yang dikembangkan oleh Davis 1989 dan telah diterjemahkan dan diadaptasi ke dalam Bahasa Indonesia. Partisipan penelitian ini yaitu sebanyak 77 guru SMA baik negeri maupun swasta yang ada di DKI Jakarta. Hasil uji korelasi dengan Pearson Correlation menyatakan bahwa terdapat hubungan positif yang signifikan antara technology acceptance dengan computer self-efficacy pada guru SMA.

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ABSTRACTThe purpose of this research is to see if there is any correlation between computer self efficacy and technology acceptance in high school teachers. The first variable named computer self efficacy, will be measured with the translated version of Computer Self Efficacy CSE inventory developed by Compeau and Higgins 1995 . Meanwhile, the second variable is the technology acceptance that has two factors, which are perceived usefulness and perceived ease of use. This variable will be measured with the translated version of Technology Acceptance Model TAM inventory developed by Davis 1989 . There are 77 participants from both public and private schools around DKI Jakarta area. Based on the Pearson Correlation test, we found out that there is a positive and significant correlation between the technology acceptance and the computer self efficacy in high school teachers. "

"Penelitian korelasional ini dilakukan untuk mendapat gambaran mengenai hubungan antara self-regulated learning dan computer anxiety pada mahasiswa yang mengikuti kuliah online. Self-regulated learning didefinisikan sebagai proses belajar di mana siswa secara aktif menggunakan kemampuan metakognitif, motivasional, dan tingkah laku untuk mencapai tujuan belajarnya. Computer anxiety adalah respons afektif individu yang negatif dan berlebihan pada penggunaan komputer. Pengukuran self-regulated learning menggunakan Online Self-Regulated Learning Questionnaire OSLQ yang dibuat oleh Barnard et al. 2009. Computer anxiety diukur dengan Computer Anxiety Rating Scale CARS yang dikonstruksi oleh Heinssen et al. 1987. Partisipan penelitian berjumlah 94 mahasiswa yang mengikuti kuliah online di beberapa universitas di Indonesia. Dengan teknik statistik Pearson correlation, ditemukan bahwa tidak terdapat hubungan antara self-regulated learning dan computer anxiety r = -0,055 pada L.o.S. 0,05. Pada bagian diskusi, dijelaskan mengenai kemungkinan alasan tidak ditemukannya korelasi antara self-regulated learning dan computer anxiety. Penting untuk penelitian selanjutnya mencari faktor-faktor lain yang dapat mempengaruhi self-regulated learning pada mahasiswa kuliah online.

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The purpose of this correlational research was to find the relation between self regulated learning and computer anxiety in online course university students. Self regulated learning is defined as a learning process in which students actively involved in using metacognitive, motivational, and behavioral skil to attain learning goals. Computer anxiety is defined as exaggerated negative affective response, such that resistance to and avoidance of computer technology. Self regulated learning was measured using Online Self Regulated Learning Questionnaire OSLQ constructed by Barnard et al. 2009.

Computer anxiety was measured using Computer Anxiety Rating Scale CARS constructed by Heinssen et al. 1987 . Participants of this research were 94 online course students from universities in Indonesia. The main result computed with Pearson correlation showed that there is no relationship between self regulated learning and computer anxiety r 0,055 in L.o.S. 0,05. In discussion section, the reasons why the relationship is not found was argued. Therefore, it is important for next research to examine other factors that correlates with self regulated learning in online course students."

"This paper is a research report on computer literacy among rural people. The research trys to answer the question of how far computer literacy level of the rural community? the research was carried out based on positivistic paradigm with the quantitative approach through a survey. The research covered Bangka and Belitung, The Bangka Belitung ; Kerinci and Marangin; The Jambi;Kaur and South of Bengkulu. The result show that: 1) there is strong symmetrically connections between the variation of the age category and the variation of the computer literacy in the respondent's circle in Jambi; 2) There is no strong connection between the difference of the generation and the score of computer literacy in the respondent's Bengkulu circle; 3) There is strong symmetrically connection between the difference of the genneration and the score of computer literacy in the respondent's Babel circle."

"Penelitian korelasional ini dilakukan untuk mengetahui hubungan antara computer anxiety dan computer self-efficacy pada guru sekolah dasar (SD). Computer anxiety didefinisikan sebagai rasa takut dan khawatir untuk melakukan kesalahan saat menggunakan komputer (Heinssen, Glass, & Knight, 1987), sedangkan computer self-efficacy didefinisikan sebagai keyakinan individu atas kemampuannya dalam menggunakan komputer (Compeau & Higgins, 1995). Data yang diperoleh dari 128 guru sekolah dasar (SD) di Kota Bogor menunjukkan bahwa terdapat hubungan negatif yang signifikan antara computer anxiety dan computer self-efficacy (r=-0,393) pada L.o.S 0,01. Hal ini berarti guru sekolah dasar yang memiliki kecemasan yang tinggi dalam menggunakan komputer memiliki keyakinan yang rendah dalam penilaian kemampuan dirinya menggunakan komputer. Pengukuran dilakukan menggunakan alat ukur Computer Anxiety Rating Scales (CARS) dari Heinssen, Glass, & Knight, (1987) dan Computer Self-Efficacy dari Compeau & Higgins (1995) yang telah diadaptasi. Implikasi dari penelitian ini adalah perlu adanya perhatian dan tindak lanjut dari seluruh pihak untuk menurunkan tingkat kecemasan guru sekolah dasar dalam menggunakan komputer agar guru dapat menjalankan fungsi dan tugas secara optimal.

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This correlational research was conducted to find the correlation between computer anxiety and computer self-efficacy among elementary teacher. Computer anxiety is defined as fear and worry to make a mistake while using the computer (Heinssen, Glass, & Knight, 1987). Computer self-efficacy is defined as judgement of one?s capability to use a computer (Compeau & Higgins, 1995). Computer anxiety was measured using Computer Anxiety Rating Scales (CARS) (Heinssen, Glass, & Knight, 1987) and computer self-efficacy was measured using Computer Self-Efficacy (Compeau & Higgins, 1995). Data was collected from 128 elementary teachers in Bogor area and main result shows that there is a significant negative correlation between computer anxiety and computer self-efficacy (r=-0,393) at L.o.S 0,01. This result means that elementary teacher who have low computer anxiety will have high computer self-efficacy. The impilcations of this research are computer anxiety in elementary teacher is expected to be reduced and a concern for techers, the schools, and goverment to optimizing the duties and functions of teachers."

"Pelaksanaan pembelajaran jarak jauh (PJJ) di perguruan tinggi Indonesia menghadirkan sejumlah tantangan besar, terutama di tengah masa pandemi Covid-19. Self-efficacy dalam pembelajaran daring diketahui menjadi komponen penting bagi mahasiswa untuk menghadapinya. Penelitian ini bertujuan untuk menguji hubungan antara self-compassion dengan self-efficacy dalam pembelajaran daring pada mahasiswa program sarjana yang tengah menjalani perkuliahan daring secara penuh. Partisipan penelitian (N=290) merupakan mahasiswa S1 dari UI, ITB, dan UGM yang berusia 18-23 tahun. Mereka diukur menggunakan Self-Efficacy Questionnaire for Online Learning (SeQoL) dan Self-Compassion Scale (SCS). Ketiga institusi pendidikan ini dipilih atas dasar klasterisasi perguruan tinggi di Indonesia yang melihat adanya perbedaan kualitas dalam pembelajaran daring. Hasil pengujian korelasi Pearson menunjukkan bahwa self-compassion yang dimiliki mahasiswa berhubungan secara signifikan dan positif dengan self-efficacy dalam pembelajaran daring (r(290) = 0,42, p < 0,01). Hubungan positif dan signifikan terkuat ditemukan pada komponen self-kindness dengan dimensi self-efficacy dalam berinteraksi sosial dengan teman sekelas. Hasil penelitian ini memberikan pemahaman baru mengenai kondisi mahasiswa dalam konteks pembelajaran daring.

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The implementation of distance learning among higher education institutions in Indonesia presents a number of challenges, especially in the midst of Covid-19. Self-efficacy in online learning context is known to be one of core component for students to deal with it. This study aimed to examine the relationship between self-compassion and online learning self-efficacy among undergraduate students who are undergoing full online lectures. Research participants (N= 290) are undergraduate students from UI, ITB, and UGM, aged between 18-23 years old. They were measured using Self-Efficacy Questionnaire for Online Learning (SeQoL) and Self-Compassion Scale (SCS). These three institutions were selected on the basis of a clusterization among universities in Indonesia, which saw differences in the quality of online learning. The Pearson correlation’s result showed that the students' self-compassion had a significant and positive relationship with online learning self-efficacy (r(290) = 0,42, p < 0,01). The strongest positive and significant relationship was found in self-kindness with dimension self-efficacy in social interaction with classmates. This study presents a new understanding of the students’ conditions in the context of online learning."

"Literasi digital dan sikap terhadap teknologi merupakan faktor penting dalam adaptasi profesional di era digital. Penelitian ini bertujuan untuk menganalisis hubungan antara sikap terhadap teknologi dan literasi digital pada kelompok pekerja dewasa awal di Jabodetabek, Indonesia. Dimensi sikap terhadap teknologi meliputi, Positive Attitudes Toward Technology, Anxiety About Being Without Technology or Dependence on Technology, Negative Attitudes Toward Technology, dan Preference for Task Switching, yang diukur menggunakan Media and Technology Usage and Attitudes Scale (MTUAS). Sedangkan, literasi digital diukur menggunakan Digital Literacy Model. Hasil penelitian menunjukkan korelasi positif yang signifikan antara Positive Attitudes Toward Technology dan literasi digital (r = 0.493, p < 0.01), sementara dimensi lainnya tidak menunjukkan korelasi signifikan: Anxiety About Being Without Technology or Dependence on Technology (r = 0.076, p > 0.05), Negative Attitudes Toward Technology (r = -0.092, p > 0.05), dan Preference for Task Switching (r = -0.132, p > 0.05). Implikasi penelitian ini menunjukkan bahwa sikap positif terhadap teknologi berperan penting dalam meningkatkan literasi digital pekerja dewasa awal. Limitasi penelitian termasuk keterbatasan representasi demografis dan adaptasi alat ukur yang mungkin mempengaruhi reliabilitas hasil. Penelitian selanjutnya disarankan untuk memperluas sampel dan memperbaiki adaptasi alat ukur untuk hasil yang lebih akurat.

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Digital literacy and attitudes toward technology are crucial factors in professional adaptation in the digital era. This study aims to analyze the relationship between attitudes toward technology and digital literacy among early adulthood workers in Jabodetabek, Indonesia. Dimensions of attitudes toward technology include Positive Attitudes Toward Technology, Anxiety About Being Without Technology or Dependence on Technology, Negative Attitudes Toward Technology, and Preference for Task Switching, measured using the Media and Technology Usage and Attitudes Scale (MTUAS). Digital literacy is measured using the Digital Literacy Model. The results show a significant positive correlation between Positive Attitudes Toward Technology and digital literacy (r = 0.493, p < 0.01), while other dimensions do not show significant correlations: Anxiety About Being Without Technology or Dependence on Technology (r = 0.076, p > 0.05), Negative Attitudes Toward Technology (r = -0.092, p > 0.05), and Preference for Task Switching (r = -0.132, p > 0.05). The implications indicate that a positive attitude toward technology enhances digital literacy among early adulthood workers. Limitations include demographic representation constraints and measurement tool adaptations affecting reliability. Future research should expand the sample and improve measurement tool adaptations for more accurate results."

"Belanja online merupakan salah satu pemanfaatan internet yang sangat menjanjikan karena transaksi barang/jasa dapat terjadi tanpa dibatasi ruang dan waktu. Salah satu faktor yang diperkirakan mendorong seseorang untuk melakukan belanja online adalah pemahaman individu atas literasi digital. Dengan literasi digital yang optimal, tren peningkatan porsi pengguna internet diharapkan sejalan dengan peningkatan penggunaan internet untuk berbelanja online. Tujuan penelitian ini adalah menyelidiki hubungan literasi digital dan keputusan belanja online, dengan mempertimbangkan karakteristik individu, infrastruktur digital, karakteristik wilayah, sebelum dan pada awal masa pandemi di Indonesia. Penelitian ini menganalisis data cross section pada tahun 2019 dan 2020 menggunakan model probit. Hasil penelitian menunjukkan bahwa literasi digital secara signifikan memiliki peluang lebih besar terhadap keputusan individu untuk belanja online. Selain itu, kelompok middle education, milenial, penduduk berdomisili di Jawa dan Bali, serta penduduk kuintil pendapatan kelima secara signifikan berpeluang lebih besar terhadap keputusan individu untuk belanja online. Peluang ini dapat dimanfaatkan oleh para pelaku UMKM untuk mendiferensiasi produknya pada segmen pasar dimaksud.

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Online shopping attracts special attention because transactions for goods/services can be done anytime and anywhere. Digital literacy is indicated having impact to push a person doing online shopping. By having optimal digital literacy, the increasing trend of internet users’ share is expected to be in line with the increasing of online shopping. The purpose of this study was to investigate the relationship between digital literacy and online shopping decision, taking account into individual characteristics, digital infrastructure, regional characteristics, before and at the beginning of the pandemic in Indonesia. This study analyses cross section data in 2019 and 2020 using the probit model. The results show that digital literacy has a significantly greater probability to push online shopping decision. In addition, the middle education group, the millennial, the population living in Java and Bali, as well as the fifth income quintile population significantly correlate with individual decision to shop online. This opportunity can be utilized by MSME to differ the products to those intended market segments."

"Penelitian korelasional ini dilakukan untuk mengetahui hubungan antara computer self-efficacy dan self-regulated learning pada mahasiswa yang mengikuti kuliah online. Computer self-efficacy didefinisikan sebagai penilaian individu terhadap kemampuannya untuk menggunakan komputer Compeau Higgins, 1995, sedangkan self-regulated learning didefinisikan sebagai proses dimana pembelajar secara personal mengaktifkan dan mempertahankan kognisi, pengaruh, dan tingkah laku yang secara sistematis berorientasi kearah pencapaian tujuan pribadi Zimmerman, 1989. Pengukuran computer self-efficacy dilakukan dengan alat ukur Computer Self-Efficacy CSE Compeau Higgins, 1995 dan pengukuran Self-Regulated Learning dilakukan dengan alat ukur Online Self-regulated Learning Questionnaire OSLQ Barnard, Lan, To, Paton, Lai, 2008. Data yang diperoleh dari 94 mahasiswa yang mengikuti kuliah online menunjukkan bahwa terdapat hubungan positif yang signifikan antara computer self-efficacy dan self-regulated learning r= 0,280 pada LoS 0,01. Hal ini berarti mahasiswa yang memiliki keyakinan tinggi mengenai kemampuannya dalam menggunakan komputer akan secara aktif mempertahankan kognisi, pengaruh, dan tingkah laku kearah pencapaian tujuan pribadi. Implikasi dari penelitian ini adalah keyakinan mahasiswa dalam menggunakan komputer dapat membantu mahasiswa untuk mengoptimalkan strategi pembelajaran untuk mencapai keberhasilan saat mengikuti kuliah.

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The purpose of this research is to find a correlation between computer self efficacy and self regulated learning at online college learning students. Computer self efficacy is defined as how an individual perceived their ability to use computer Compeau Higgins, 1995 while self regulated learning is defined as a process where student personally activate and sustained certain cognition, effect, and behavior that systematically oriented to personal achievement Zimmerman, 1989 . Computer self efficacy are measured with Computer Self Efficacy tools CSE Compeau Higgins, 1995 and Self Regulated Learning are measured with Online Self Regulated Learning Questionnaire OSLQ Barnard, Lan, To, Paton, Lai, 2008 .

Data collected from 94 students from online college learning showed that there is a significant positive correlation between computer self efficacy and self regulated learning r 0.280 with LoS 0.01. This showed that when a students have a high believe in their ability to use computer, they will actively sustained their cognition, effect, and behaviors that aim towards personal achievement. The implication of this research is that student self efficacy in using computer could help them to optimize their personal learning strategy to succeed in online college learning."