Teachers’ Perceptions of the use of AI in Developing Arabic Teaching Materials: A Technology Acceptance Model (TAM) Perspective
DOI:
https://doi.org/10.33387/j.edu.v24i1.12130Keywords:
Artificial Intelligence, Teachers’ Perceptions, Teaching Materials, Technology Acceptance Model (TAM)Abstract
Currently, teachers are faced with a heavy administrative workload and a packed teaching schedule, which hinder their ability to develop innovative teaching materials. Artificial Intelligence (AI) has emerged as a solution to assist educators in developing teaching materials. The purpose of this study is to describe Arabic teachers’ perceptions of the use of artificial intelligence (AI) in developing teaching materials at MTsS Ar-Rohmah, MTSN 1 Bandung, and SMP Miftahul Iman through the Technology Acceptance Model (TAM) framework, which includes Perceived Usefulness, Perceived Ease of Use, Attitude Toward Using, Behavioral Intention, Actual System Use, as well as the barriers faced by teachers in the process of utilizing AI. The research approach is descriptive qualitative, utilizing interviews and document analysis, which revealed that teachers who adopted AI demonstrated high Perceived Usefulness encompassing seven tangible benefits in instructional material development practices, positive Perceived Ease of Use despite varying levels of proficiency in using prompts, a receptive Attitude Toward Using, a strong Behavioral Intention to continue using it, as well as active Actual System Use in their daily teaching practices. Meanwhile, teachers who do not adopt AI cite a lack of training, low technical skills, and a lack of support from fellow Arabic teachers as reasons for their low Perceived Ease of Use, which ultimately results in a negative Attitude Toward Using and a deferred Behavioral Intention with specific prerequisites.
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