The acceptance of school counselor in the use of ICT during school from home in the Covid-19 era

Year 2020, , 1569 - 1582, 15.12.2020

Husni Abdillah , Punaji Setyosarı , Blasius Lasan Muslihati Muslihati

https://doi.org/10.17478/jegys.804939

Cited By: 5

Abstract

The Covid-19 pandemic marks an era of using online as a medium of learning communication, including counseling services. School Counselor are required to use ICT as a form of adaptation to learning with students. The research design using a quantitative Structural equation modeling aimed to test correlation of two or more variables. The participants are 214 School Counselor who are members of the Indonesian Guidance and Counseling Association (ABKIN) and the Guidance and Counseling Teacher Council (MGBK). This study measures the participation of School Counselor who fill out online questionnaires with respect to their perceptions of maximizing the use of ICT in providing counseling services. Measurement of the successful use of ICT in Guidance and counseling (BK) services during a pandemic will be measured through the attributes of Computer Anxiety (CA), Computer Self-Efficacy (CSA), Collegial Collaboration (CC), Lack Facility (LF), Perceive Usefulness (PU), and Perceived Ease of Use (PEOU). The results showed findings in which all attributes have a significant outcome on the use of ICT on School Counselor.

Keywords

Covid-19 era, Information communication technology (ICT), ICT skills, School counselor

Supporting Institution

This research was supported by the Ministry of Religious Affairs (MORA) Republic of Indonesia and PNBP Funds from the State University of Malang. The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

References

• Adebowale, O. F., & Popoola, B. I. (2011). Prospects and Challenges of Online Guidance and Counselling Services in a Nigerian University. International Journal for the Advancement of Counselling, 33(1), 64–78. https://doi.org/10.1007/s10447-010-9109-x
• Al-Haderi, S. (2013). The Effect of Self-Efficacy in the Acceptance of Information Technology in the Public Sectors. International Journal of Business and Social Science, 4(9), 188–198.
• Alenezi, A. R., Karim, A., & others. (2010). An empirical investigation into the role of enjoyment, computer anxiety, computer self-efficacy and internet experience in influencing the students’ intention to use e-learning: A case study from Saudi Arabian governmental universities. Turkish Online Journal of Educational Technology-TOJET, 9(4), 22–34.
• Alharbi, S., & Drew, S. (2014a). Using the Technology Acceptance Model in Understanding Academics’ Behavioural Intention to Use Learning Management Systems. International Journal of Advanced Computer Science and Applications (IJACSA), 5(1), 143–155. https://doi.org/10.14569/IJACSA.2014.050120
• Alharbi, S., & Drew, S. (2014b). 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
• Anni, C., Sunawan, S., & Haryono, H. (2018). School Counselors’ Intention to Use Technology: The Technology Acceptance Model. The Turkish Online Journal of Educational Technology, 16(2), 120–124.
• Ardi, Z., & Ifdil, I. (2013). Konseling Online Sebagai Salah Satu Bentuk Pelayanan E-konseling (Online Counseling As A Format of E-counseling Services). Jurnal Konseling Dan Pendidikan, 1(1), 15–22.
• Baydas, O., & Goktas, Y. (2017). A model for preservice teachers’ intentions to use ICT in future lessons. Interactive Learning Environments, 25(7), 930–945. https://doi.org/10.1080/10494820.2016.1232277
• Beidoglu, M., Dinçyürek, S., & Akıntug, Y. (2015). The opinions of school counselors on the use of information and communication technologies in school counseling practices: North Cyprus schools. Computers in Human Behavior, 52, 466–471. https://doi.org/10.1016/j.chb.2015.06.022
• Budianto, A., Aziz, A., & Hidayah, N. (2019). ICT application in cyber counseling as a teacher accelerator with optimizing WhatsApp based mobile computing. Journal of Physics: Conference Series, 1375, 1–10. https://doi.org/10.1088/1742-6596/1375/1/012006
• Cabaniss, K. (2001). Counseling and Computer Technology in the New Millennium--An Internet Delphi Study. Virginia Tech.
• Chayomchai, A., Phonsiri, W., Junjit, A., Boongapim, R., & Suwannapusit, U. (2020). Factors affecting acceptance and use of online technology in Thai people during COVID-19 quarantine time. Management Science Letters, 10(3009–3016). https://doi.org/10.5267/j.msl.2020.5.024
• Chin, W. W., & Todd, P. A. (1995). On the use, usefulness, and ease of use of structural equation modeling in MIS research: a note of caution. MIS Quarterly, 9(2), 237–246.
• Chuang, L., Liu, C., & Kao, H. (2016). The Adoption of Fintech Service: TAM perspective. International Journal of Management and Administrative Sciences, 3(7), 1–15.
• Compeau, D, Higgins, C., & Huff, S. (1999). Social cognitive theory and individual reactions to computing technology: A longitudinal study. MIS Quarterly, 23(2), 145–158. https://doi.org/10.2307/249749
• Compeau, D.R., & Higgins, C. (1995). Computer Self-Efficacy: Development of a Measure and Initial Test. MIS Quarterly, 19(2), 189–211. https://doi.org/10.2307/249688
• Creswell, J. (2015). Riset Pendidikan: Perencanaan, Pelaksanaan, dan Evaluasi Kualitatif dan Kuantitatif (5th Editio). Pustaka Pelajar Offset.
• Davis, F. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008
• Deslonde, V., & Becerra, M. (2018). The Technology Acceptance Model (TAM): Exploring School Counselors’ Acceptance and Use of Naviance. He Professional Counselor, 8(4), 369–382. https://doi.org/10.15241/vd.8.4.369
• Feinman, C. (2017). Generation Z: Managing Emergencies in a Post-Millenial World. American Public University System.
• Fishbein, M., & Ajzen, I. (1975). Belief, Attitude, İntention, and Behavior: an Introduction to Theory and Research. Addison-Wesley.
• Ghozali, I., & Latan, H. (2015). Partial Least Square Konsep Teknik dan Aplikasi Menggunakan Program SmartPLS 3.0. Badan Penerbit Universitas Diponegoro.
• Glasheen, K., & Campbell, M. (2009). The use of online counselling within an Australian secondary school setting: A practitioner’s viewpoint. Counselling Psychology Review, 24(2), 42–51.
• Hartono, H. (2009). Efektivitas Bimbingan Karier Berbantuan Komputer terhadap Kemandirian Pengambilan Keputusan Karier Siswa SMA (The Effectiveness of Computer Assisted Career Guidance on the Independence in Career Decision Making of High School Students).. Malang State University.
• Hatlevik, I., & Hatlevik, O. (2018). Examining the relationship between teachers’ ICT self-efficacy for educational purposes, collegial collaboration, lack of facilitation and the use of ICT in teaching practice. Frontiers in Psychology, 9, 1–8. https://doi.org/10.3389/fpsyg.2018.00935
• Hayden, L., Poynton, T., & Sabella, R. (2008). School counselors’ use of technology within the ASCA national model’s delivery system. Journal of Technology in Counseling, 5(1), 1–10. https://doi.org/10.1177/2156759X19870794
• Howard, G. S. (1994). Why do people say nasty things about self-reports? Journal of Organizational Behavior, 15(5), 399–404. https://doi.org/https://doi.org/10.1002/job.4030150505
• Kolog, E., Sutinen, E., Ruoho, M., Suhonen, J., & Anohah, E. (2015). Using Unified Theory of Acceptance and Use of Technology Model to Predict Students’ Behavioral Intention to Adopt and Use E-Counseling in Ghana. Modern Education and Computer Science, 7(11), 1–11. https://doi.org/10.5815/ijmecs.2015.11.01
• Kulviwat, S., Bruner II, G. C., & Neelankavil, J. P. (2014). Self-efficacy as an antecedent of cognition and affect in technology acceptance. Journal of Consumer Marketing, 31(3), 190-199. https://doi.org/10.1108/JCM-10-2013-0727
• Mac Callum, K., Jeffrey, L., & Kinshuk, K. (2014). Factors impacting teachers’ adoption of mobile learning. Journal of Information Technology Education: Research, 13, 141–162.
• Mahdum, M., Hadriana, H., & Safriyanti, M. (2019). Exploring Teacher Perceptions And Motivations To Ict Use In Learning Activities In Indonesia. Journal of Information Technology Education, 18, 293-317
• Marwan, A., & Sweeney, T. (2010). Teachers’ perceptions of educational technology integration in an Indonesian polytechnic. Asia Pacific Journal of Education, 30(4), 463–476.
• Mason, E., Griffith, C., & Belser, C. (2018). School Counselors’ Use of Technology for Program Management. Professional School Counseling, 22(1), 1–10. https://doi.org/10.1177/2156759X19870794
• Moreira-Fontán, E., García-Señorán, M., Conde-Rodríguez, Á., & González, A. (2019). Teachers’ ICT-related self-efficacy, job resources, and positive emotions: Their structural relations with autonomous motivation and work engagement. Computers and Education, 134(February), 63–77. https://doi.org/10.1016/j.compedu.2019.02.007
• Olatoye, R. (2011). Levels of participation in ICT training programmes, computer anxiety and ICT utilization among selected professionals. International Journal of Education and Development Using ICT, 7(2), 15–26.
• Prasojo, L. D., Habibi, A., Mukminin, A., & others. (2017). Managing Digital Learning Environments: Student Teachers’ Perception on the Social Networking Services Use in Writing Courses in Teacher Education. Turkish Online Journal of Educational Technology-TOJET, 16(4), 42–55.
• Rahiem, M. (2020). The Emergency Remote Learning Experience of University Students in Indonesia Amidst the COVID-19 Crisis. International Journal of Learning, Teaching and Educational Research, 19(6), 1–26. https://doi.org/10.26803/ijlter.19.6.1
• Rahimi, M., & Yadollahi, S. (2011). Computer Anxiety and ICT Integration in English Classes among Iranian EFL Teachers. Procedia Computer Science, 3, 203–209. https://doi.org/10.1016/j.procs.2010.12.034
• Rasmitadila, R., Rusmiati Aliyyah, R., Rachmadtullah, R., Samsudin, A., Syaodih, E., Nurtanto, M., & Tambunan, A. (2020). The Perceptions of Primary School Teachers of Online Learning during the COVID-19 Pandemic Period: A Case Study in Indonesia. Journal of Ethnic and Cultural Studies, 7(2), 90–109. https://doi.org/10.29333/ejecs/388
• Saede, R., & Kira, D. (2009). Computer Anxiety in E-Learning: The Effect of Computer Self-Efficacy. Journal of Information Technology Education, 8, 177–191. https://doi.org/10.28945/166
• Schlag, M., & Imhof, M. (2017). Does Perceived Ease of Use Mitigate Computer Anxiety and Stimulate Self-Regulated Learning for Pre-Service Teacher Students?. International Journal of Higher Education, 6(3), 154–168.
• Steele, T., Jacokes, D., & Stone, C. (2015). An Examination of the Role of Online Technology in School Counseling. Professional School Counseling. , 18(1), 125-135. Https://Doi.Org/10.1177%2F2156759X0001800118.
• Syechbubakar, N. (2010). Pengembangan Media Layanan Konseling Melalui Internet di Perguruan tinggi (The Development of Internet Counseling Services Media in Higher Education). Indonesia University of Education.
• Tung, F., & Chang, S. (2008). Nursing students’ behavioral intention to use online courses: A questionnaire survey. International Journal of Nursing Studies, 45, 1299–1309. https://doi.org/10.1016/j.ijnurstu.2007.09.011
• Venkatesh, V., Morris, M., Davis, G., & Davis, F. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425–478. https://doi.org/10.2307/30036540
• Venkatesh, V., Thong, J., & Xu, X. (2012). Consumer Acceptance and Use of Information Technology: Extending the Unified Theory of Acceptance and Use of Technology. MIS Quarterly, 36(1), 157–178. https://doi.org/10.2307/41410412
• Young, A., & Kaffenberger, C. (2015). School Counseling Professional Development: Assessing the use of Data to Inform School Counseling Services. Professional School Counseling, 19(1), 46–56. https://doi.org/10.5330%2F1096-2409-19.1.46
• Yuen, A., & Ma, W. (2008). Exploring teacher acceptance of e-learning technology. Asia-Pacific Journal of Teacher Education, 36(3), 229–243. https://doi.org/10.1080/13598660802232779