Model of the Increase of Accurate Computer Learning Achievement on Islamic Banking and Accounting Students Program
Abstract
The result of preliminary study in SMK N 1 Kudus, indicates that there is 35,26% of twelfth graders of Islamic Banking and Accounting students who have not completed final exam of the semester. In addition, the results of the students final exam of the semester decreased by 16,67 % when compared with the results of midterms. The purpose of this study is to determine the effect of computer anxiety, computer knowledge, computer attitude, and self efficacy in improving Accurate computer learning achievement. This study is a quantitative study. The population and sample of the study are 156 twelfth graders of Islamic Banking and Accounting students program SMK N 1 Kudus. The methods used to collect data were documentation and questionnare. Data in this research is analyzed using descriptive statistics, correlation analysis, and path analysis with AMOS 22. The result showed that computer knowledge and self efficacy have no effect on computer Accurate learning achievement. Computer anxiety has negative effect on self efficacy 34,6%. While the computer attitude has positive effect on self efficacy 30,1%. However, computer knowledge has no effect on self efficacy. Computer anxiety has negative effect on computer knowledge 32,6% and computer attitude 30,2%. Based on the results of the study it can be concluded that self efficacy is influenced by computer anxiety and computer attitude. Computer anxiety have negatif effect on computer knowledge and computer attitude. Suggestion given in this research is the students can increase computer anticipation in order to reduce the level of computer anxiety by improving practice both at school and training institute.
Keywords: Computer Anxiety, Computer Knowledge, Attitude Computer, Self Efficacy, Accurate Computer Learning Achievement.
References
[1] Ajzen, I. (1991). The Theory of Planned Behavior. Organizational Behavior and Human Decision Processes, 50, 179–211.
[2] Ajzen, I. (2012). The theory of planned behavior. Handbook of Theories of Social Psychology, 1, 438–459. https://doi.org/10.4135/9781446249215.n22
[3] Alwisol. (2014). Psikologi Kepribadian. Malang: UMM Press.
[4] Aziz, S., & Hassan, H. (2014). Assessment of Students ’ Knowledge of Computer: Construction of a Test for Assessment. International Journal of Trade,Economics and Finance, 5(2), 187–190. https://doi.org/10.7763/IJTEF.2014.V5.368
[5] Bandura, A. (1977). Self-efficacy: Toward a Unifying Theory of Behavioral Change. Psychological Review, 84(2), 191–215.
[6] Bandura, A. (1997). Self Efficacy: The Exercise Of Control.
[7] Blignaut, P., Burger, A., & Mcdonald, T. (2009). Computer Attitude and Anxiety. Journal Human Aspect of Technology, (2001), 647–653.
[8] Cazan, A., & Cocorad, E. (2016). Computer anxiety and attitudes towards the computer and the internet with Romanian high-school and university students. Computers in Human Behavior, 55, 258–267. https://doi.org/10.1016/j.chb.2015.09. 001
[9] Celik, V., & Yesilyurt, E. (2013). Computers & Education Attitudes to technology, perceived computer self-efficacy and computer anxiety as predictors of computer supported education. Computers & Education, 60(1), 148–158. https://doi.org/10. 1016/j.compedu.2012.06.008
[10] Chen, I. (2017). Computers in Human Behavior Computer self-efficacy, learning performance, and the mediating role of learning engagement. Computers in Human Behavior, 72, 362–370. https://doi.org/10.1016/j.chb.2017.02.059
[11] Feist, J., & Feist, G. J. (2011). Teori Kepribadian (7th ed.). Jakarta: Salemba Humanika.
[12] Heinssen, R. K., Glass, C. R., & Knight, L. A. (1987). Assessing Computer Anxiety: Development and Validation of the Computer Anxiety Rating Scale. Journal Computers in Human Behavior, 3, 49–59.
[13] Hong, K., & Koh, C. (2002). Computer Anxiety and Attitudes Toward Computers Among Rural Secondary School Teachers. Journal of Research on Technology in Education, 35(1), 27–48. https://doi.org/10.1080/15391523.2002.10782368
[14] Igbaria, M., & Parasuraman, S. (1989). A Path Analytic Study of Individual Characteristics, Computer Anxiety and Attitudes Toward Microcomputers. Journal of Management, 15(3), 373–338. https://doi.org/10.1177/014920638901500302
[15] Karsten, R., & Roth, R. M. (1998). Computer self-efficacy: A practical indicator of student computer competency in introductory IS courses. Informing Science, 1(3), 61–68.
[16] Kay, R. H. (2008). Exploring the relationship between emotions and the acquisition of computer knowledge. Computers & Education, 50, 1269–1283. https://doi.org/ 10.1016/j.compedu.2006.12.002
[17] Korobili, S., Togia, A., & Malliari, A. (2010). Computers in Human Behavior Computer anxiety and attitudes among undergraduate students in Greece. Computers in Human Behavior, 26(3), 399–405. https://doi.org/10.1016/j.chb.2009.11.011
[18] Loyd, B. H., & Gressard, C. (1984). Reliability and Factoral Validity of Computer Attitude Scales. Journal Educational and Psychological Measurement, 44, 501–505.
[19] Maulida, W. N., & Nurkhin, A. (2017). Pengaruh Personal Attitude dan Lingkungan Sosial Terhadap Intensi Berwirausaha dengan Efikasi Diri Sebagai Variabel Intervening Siswa Kelas XI Kompetensi Keahlian Akuntansi SMK Gajah mada 01 Margoyoso Pati Tahun Ajaran 2015/2016. Economic Education Analysis Journal, 6(2), 501–516.
[20] Mayasari, M., & Gudono. (2015). The Influence of Personal Characteristics, Interaction: (Computer / Individual), Computer Self-efficacy, Personal Innovativeness in Information Technology to Computer Anxiety in use of Mind your Own Business Accounting Software. International Journal of Economics and Financial Issues, 5, 286–295.
[21] Ormrod, J. (2012). Psikologi Pendidikan. Jakarta: Erlangga.
[22] Parasara, A. A. P. (2014). Pengaruh Computer Anxiety pada Computer Self Efficacy. E-Jurnal Akuntansi Universitas Udayana, 2, 289–298.
[23] Rahmatika, F., & Susilowibowo, J. (2016). Pengaruh Penguasaan Akuntansi Dasar, Kosa Kata Bahasa Inggris Akuntasi, dan Efikasi Diri Terhadap Hasil Belajar Komputer Akuntansi MYOB Siswa Kelas XI Akuntansi SMK Negeri 2 Buduran Sidoarjo. In Seminar Nasional Pendidikan Akuntansi (pp. 199–209).
[24] Saadé, R. G., & Kira, D. (2009). Computer Anxiety in E-Learning: The Effect of Computer Self-Efficacy Development of Research Hypotheses. Journal of Information Technology Education, 8.
[25] Sam, H. K., Ekhsan, A., Othman, A., & Nordin, Z. S. (2005). Computer SelfEfficacy, Computer Anxiety, and Attitudes toward the Internet: A Study among Undergraduates in Unimas Purpose of the research. Educational Technology & Society, 8(4), 205–219.
[26] Sasongko, W. P. (2014). Pengaruh Computer self-efficacy, Computer Fear Dan Computer Anticipation terhadap Attitude Toward Computer Mahasiswa S1 Akuntansi STIE Perbanas Surabaya. Artikel Ilmiah STIE Perbanas Surabaya.
[27] Simsek, A. (2011). The Relationship between Computer Anxiety and Computer SelfEfficacy. Contemporary Educational Technology, 2(3), 177–187.
[28] Sudjana, N. (2009). Penilaian Hasil Proses Belajar Mengajar. Bandung: PT Remaja Rosdakarya.
[29] Tsai, M.-J., & Tsai, C.-C. (2003). Student computer achievement, attitude, and
anxiety: The role of learning strategies. Journal Educational Computing Research, 28(1), 47–61. https://doi.org/10.2190/PL27-TC1Q-08B2-RMCL
[30] Wangpipatwong, T., & Papasratorn, B. (2014). The Study of Computer Self-efficacy, Internet Self-efficacy, Computer Attitude in Computer and Information Technology Course. Researchgate, (April).
[31] Weli. (2015). Accounting Students Attitude towards Computer, The Acceptance of the Accounting Information System ’ s Course and Teaching Method. Procedia - Social and Behavioral Sciences, 172, 18–25. https://doi.org/10.1016/j.sbspro.2015. 01.330
[32] Wulandari, N., & Rohayati, S. (2015). Pengaruh Computer Knowledge, Computer Attitude, dan Fasilitas Laboratiorium Komputer Terhadap Hasil Belajar Komputer Akutansi Siswa Kelas XI Akuntansi SMK Negeri 1 Surabaya. Jurnal Pendidikan Akuntansi, 1–10.
[33] Yanto, H., Yulianto, A., Sebayang, L. K. B., & Mulyaga, F. (2017). Improving The Compliance With Accounting Standards Without Public Accountability (SAK ETAP) By Developing Organizational Culture: A Case Of Indonesian SMEs. The Journal of Applied Business Research, 33(5), 929–940.