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

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 econo mics 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 ad option 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