Adoption of Artificial Intelligence and Digital Resources among Academicians of Islamic Higher Education Institutions in Indonesia

Suwendi Suwendi; Mesraini; Cipta Bakti Gama; Hadi Rahman; Teguh Luhuringbudi; Maslin Masrom

doi:10.15575/join.v10i1.1549

Authors

Suwendi Suwendi UIN Syarif Hidayatullah Jakarta, Indonesia
Mesraini UIN Syarif Hidayatullah Jakarta, Indonesia https://orcid.org/0000-0003-4215-7375
Cipta Bakti Gama STAI Sadra Jakarta, Indonesia
Hadi Rahman UIN Syarif Hidayatullah Jakarta, Indonesia
Teguh Luhuringbudi UIN Syarif Hidayatullah Jakarta, Indonesia
Maslin Masrom 6Faculty of Artificial Intelligence, Universiti Teknologi Malaysia, Kuala Lumpur, Malaysia

DOI:

https://doi.org/10.15575/join.v10i1.1549

Keywords:

Artificial intelligence, Digital Literacy, Electronic Resources, Islamic Higher Education, Technology Adoption

Abstract

This study aimed to assess the readiness, attitudes, knowledge, and skills of lecturers in using artificial intelligence (AI) and electronic resources (ER) to enhance academic capacity. Understanding this adoption level is crucial for effectively integrating AI and ER into educational practices. In addition, this study contributes both theoretically and practically to digital scholarship by enhancing digital adoption and competence in education. This mixed-method study captured individual experiences and statistical trends related to digital scholarship in higher education. The qualitative method includes interviews, while the quantitative method involves survey questionnaires. The study focuses on lecturers from Islamic higher education institutions (IHEIs) in Indonesia. The results indicate that while lecturers rarely use AI and ES, they recognize the potential of digital technology in academic tasks. Despite limited exposure to AI and ER, IHEI lecturers in Indonesia can define these technologies accurately. Most lecturers actively update their knowledge and consider bias and ethical aspects in AI and ES usage. Regarding skills, over 60% of respondents reported proficiency in using AI and ES, suggesting a growing level of digital competence. These findings suggest that while many IHEI lecturers in Indonesia are prepared to adopt AI and ER, further support may be needed to ensure widespread acceptance.

References

[1] N. Nazari, M. S. Shabbir, and R. Setiawan, “Application of Artificial Intelligence powered digital writing assistant in higher education: randomized controlled trial,” Heliyon, vol. 7, no. 5, 2021.

[2] A. Susanto, P. Rama Mahadika, and ang Subiyakto, “Analysis on Electronic Ticketing System Acceptance Using an Extended Unified Theory of Acceptance and Use of Technology (UTAUT).”

[3] E. Firmansyah, D. Yuniarto, D. Herdiana, M. Suryadi, A. Subiyakto, and A. B. A. Rahman, “Integrating the Readiness and IS-Impact Constructs in the Rural Area Context: A Model Development,” in IOP Conference Series: Materials Science and Engineering, 2019. doi: 10.1088/1757-899X/662/2/022064.

[4] A. Subiyakto, N. A. Hidayah, G. Gusti, and M. A. Hikami, “Readiness and Success of Ubiquitous Learning in Indonesia: Perspectives from the Implementation of a Pilot Project,” Information (Switzerland), vol. 10, no. 2, p. 79, 2019, doi: 10.3390/info10020079.

[5] A. Subiyakto, “Assessing Information System Integration Using Combination of the Readiness and Success Models,” Bulletin of Electrical Engineering and Informatics, vol. 7, no. 3, pp. 400–410, 2018, doi: 10.11591/eei.v7i3.1182.

[6] A. Subiyakto, A. Rahman Ahlan, M. Kartiwi, N. Hakiem, M. Q. Huda, and A. Susanto, “The Information System Project Profiles among Universities in Indonesia,” Indonesian Journal of Electrical Engineering and Computer Science, vol. 12, no. 2, pp. 865–872, 2018, doi: 10.11591/IJEECS.V12.I2.PP%P.

[7] T. Z. Aldahdouh, P. Nokelainen, and V. Korhonen, “Technology and social media usage in higher education: The influence of individual innovativeness,” Sage Open, vol. 10, no. 1, p. 2158244019899441, 2020.

[8] A. M. Al-Rahmi et al., “The influence of information system success and technology acceptance model on social media factors in education,” Sustainability, vol. 13, no. 14, p. 7770, 2021.

[9] S. Hu, K. Laxman, and K. Lee, “Exploring factors affecting academics’ adoption of emerging mobile technologies-an extended UTAUT perspective,” Educ Inf Technol (Dordr), vol. 25, pp. 4615–4635, 2020.

[10] M. Mujiburrahman, Z. Zulfatmi, S. Sabirin, H. K. H. Khatimah, and F. H. Ismail, “Reformulation of competency development of lecturers of state islamic religious universities in Indonesia after covid-19,” Asian Journal of University Education, vol. 18, no. 1, pp. 15–33, 2022.

[11] S. Riza, M. Syarif, F. Mardatillah, A. J. Salam, W. Khafidah, and M. Yusuf, “Improving Lecturer Competence to Encourage Innovation and Creativity in Learning,” Jurnal Ilmiah Peuradeun, vol. 12, no. 1, pp. 249–272, 2024.

[12] W. Susiawati, “Arabic Learning Styles at State Islamic Universities in the Society Era 5.0,” Arabi: Journal of Arabic Studies, vol. 8, no. 1, pp. 56–66, 2023.

[13] F. Fauzan, F. Arifin, M. A. Lubis, and F. M. Firdaus, “Lecturer’s Digital Literacy Ability in the Pandemic.,” Cypriot Journal of Educational Sciences, vol. 17, no. 4, pp. 1130–1142, 2022.

[14] A. Habibi et al., “Mapping instructional barriers during covid-19 outbreak: Islamic education context,” Religions (Basel), vol. 12, no. 1, p. 50, 2021.

[15] M. Y. Ali, S. Bin Naeem, and R. Bhatti, “Artificial intelligence tools and perspectives of university librarians: An overview,” Business Information Review, vol. 37, no. 3, pp. 116–124, 2020.

[16] N. S. Alotaibi and A. H. Alshehri, “Prospers and obstacles in using artificial intelligence in Saudi Arabia higher education institutions—The potential of AI-based learning outcomes,” Sustainability, vol. 15, no. 13, p. 10723, 2023.

[17] A. Cox, “How artificial intelligence might change academic library work: Applying the competencies literature and the theory of the professions,” J Assoc Inf Sci Technol, vol. 74, no. 3, pp. 367–380, 2023.

[18] M. Huda, “Towards digital access during pandemic age: better learning service or adaptation struggling?,” Foresight, vol. 25, no. 1, pp. 82–107, 2023.

[19] P. Ndibalema, “Constraints of transition to online distance learning in Higher Education Institutions during COVID-19 in developing countries: A systematic review,” E-learning and digital media, vol. 19, no. 6, pp. 595–618, 2022.

[20] E. Van Laar, A. J. A. M. van Deursen, J. A. G. M. van Dijk, and J. De Haan, “Determinants of 21st-century digital skills: A large-scale survey among working professionals,” Comput Human Behav, vol. 100, pp. 93–104, 2019.

[21] A. J. A. M. Van Deursen and J. A. G. M. Van Dijk, “The digital divide shifts to differences in usage,” New Media Soc, vol. 16, no. 3, pp. 507–526, 2014.

[22] A. J. A. M. Van Deursen and J. A. G. M. Van Dijk, “The first-level digital divide shifts from inequalities in physical access to inequalities in material access,” New Media Soc, vol. 21, no. 2, pp. 354–375, 2019.

[23] S. Goyal, V. Venkatesh, and X. Shi, “Role of users’ status quo on continuance intentions,” Information & Management, vol. 59, no. 8, p. 103686, 2022.

[24] V. Venkatesh, “Adoption and use of AI tools: a research agenda grounded in UTAUT,” Ann Oper Res, vol. 308, no. 1, pp. 641–652, 2022.

[25] V. Venkatesh, J. A. Aloysius, H. Hoehle, and S. Burton, “Design and evaluation of auto-ID enabled shopping assistance artifacts in customers’ mobile phones,” Mis Quarterly, vol. 41, no. 1, pp. 83–114, 2017.

[26] V. Venkatesh and H. Bala, “Technology acceptance model 3 and a research agenda on interventions,” Decision sciences, vol. 39, no. 2, pp. 273–315, 2008.

[27] V. Venkatesh, F. D. Davis, and Y. Zhu, “Competing roles of intention and habit in predicting behavior: A comprehensive literature review, synthesis, and longitudinal field study,” Int J Inf Manage, vol. 71, p. 102644, 2023.

[28] V. Venkatesh, R. Raman, and F. Cruz-Jesus, “AI and emerging technology adoption: a research agenda for operations management,” Int J Prod Res, vol. 62, no. 15, pp. 5367–5377, 2024.

[29] V. Venkatesh, C. Speier-Pero, R. Aljafari, and H. Bala, “IT use and job outcomes: a longitudinal field study of technology contingencies,” J Assoc Inf Syst, vol. 23, no. 5, pp. 1184–1210, 2022.

[30] V. Venkatesh, Q. Weng, A. Rai, and L. M. Maruping, “Guidelines for the development of three-level models: Bridging levels of analysis and integrating contextual influences in is research,” J Assoc Inf Syst, vol. 24, no. 1, pp. 65–106, 2023.

[31] J. Van Dijk, The digital divide. John Wiley & Sons, 2020.

[32] R. Hobbs, Digital and media literacy: Connecting culture and classroom. Corwin Press, 2011.

[33] Z. Liu et al., “Bevfusion: Multi-task multi-sensor fusion with unified bird’s-eye view representation,” in 2023 IEEE international conference on robotics and automation (ICRA), IEEE, 2023, pp. 2774–2781.

[34] A. Chandrakasan, D. Rus, and J. D. AMA, “Science AMA Series: We see an opportunity to achieve a deeper understanding of intelligence. We are MIT faculty members,” 2023.

[35] D. A. Hashimoto, G. Rosman, D. Rus, and O. R. Meireles, “Artificial intelligence in surgery: promises and perils,” Ann Surg, vol. 268, no. 1, pp. 70–76, 2018.

[36] A. Amini, A. P. Soleimany, W. Schwarting, S. N. Bhatia, and D. Rus, “Uncovering and mitigating algorithmic bias through learned latent structure,” in Proceedings of the 2019 AAAI/ACM Conference on AI, Ethics, and Society, 2019, pp. 289–295.

[37] Q. Li, J. Aslam, and D. Rus, “Online power-aware routing in wireless ad-hoc networks,” in Proceedings of the 7th annual international conference on Mobile computing and networking, 2001, pp. 97–107.

[38] B. Nordlinger, C. Villani, and D. Rus, Healthcare and artificial intelligence. Springer, 2020.

[39] D. Feldman, M. Volkov, and D. Rus, “Dimensionality reduction of massive sparse datasets using coresets,” Adv Neural Inf Process Syst, vol. 29, 2016.

[40] P. Mishra and M. J. Koehler, “Technological pedagogical content knowledge: A framework for teacher knowledge,” Teach Coll Rec, vol. 108, no. 6, pp. 1017–1054, 2006.

[41] C. Redecker and Y. Punie, “Digital competence framework for educators (DigCompEdu),” Brussels: European Union, 2017.

[42] A. Ferrari and Y. Punie, “DIGCOMP: A framework for developing and understanding digital competence in Europe,” 2013, Publications Office of the European Union Luxembourg.

[43] C. Redecker, “European framework for the digital competence of educators: DigCompEdu,” Joint Research Centre (Seville site), 2017.

[44] C. Y. Luk, “A Human Rights-Based Approach to Bridge Gender Digital Divide: The Case Study of India,” in Gender Gaps and the Social Inclusion Movement in ICT, IGI Global, 2019, pp. 24–44.

[45] J. Cooper, “The digital divide: The special case of gender,” J Comput Assist Learn, vol. 22, no. 5, pp. 320–334, 2006.

[46] L. Gurung, “The digital divide: An inquiry from feminist perspectives.,” Dhaulagiri: Journal of Sociology & Anthropology, vol. 12, 2018.

[47] D. G. Campos and R. Scherer, “Digital gender gaps in Students’ knowledge, attitudes and skills: an integrative data analysis across 32 Countries,” Educ Inf Technol (Dordr), vol. 29, no. 1, pp. 655–693, 2024.

[48] M. L. Fang, S. L. Canham, L. Battersby, J. Sixsmith, M. Wada, and A. Sixsmith, “Exploring privilege in the digital divide: implications for theory, policy, and practice,” Gerontologist, vol. 59, no. 1, pp. e1–e15, 2019.

[49] H. S. Tsai, R. Shillair, S. R. Cotten, V. Winstead, and E. Yost, “Getting grandma online: are tablets the answer for increasing digital inclusion for older adults in the US?,” Educ Gerontol, vol. 41, no. 10, pp. 695–709, 2015.

[50] C. Courtois and P. Verdegem, “With a little help from my friends: An analysis of the role of social support in digital inequalities,” New Media Soc, vol. 18, no. 8, pp. 1508–1527, 2016.

[51] S. B. Hermanto and P. Patmawati, “Determinan Penggunaan Aktual Perangkat Lunak Akuntansi Pendekatan Technology Acceptance Model,” Jurnal Akuntansi Dan Keuangan, vol. 19, no. 2, pp. 67–81, 2017.

[52] L. Setiyani, K. Suhada, and F. Effendy, “Investigasi Penerimaan dari Aplikasi E-Learning Menggunakan Technology Acceptance Model (TAM) 3 Case Report: e-learning STMIK Rosma,” Journal of Management and Business Review, vol. 18, no. 2, pp. 315–326, 2021.

[53] A. B. Primanto and F. Rahman, “Perlukah Pendampingan Terhadap Pelaku Umkm Dalam Memanfaatkan Media Sosial Sebagai Saluran Pemasaran Strategis?,” Jurnal Manajemen Industri dan Logistik, vol. 3, no. 2, pp. 119–128, 2019.

[54] E. Kristianingsih, A. Wahyudin, and S. Sukirman, “Determinan Kualitas Penyerapan Anggaran Belanja Dengan Sistem Pengendalian Internal Sebagai Variabel Moderasi (Studi Empiris Pada Perguruan Tinggi Negeri Ditjen Diktiristek Kemendikbudristek),” Business and Economic Analysis Journal, vol. 2, no. 2, pp. 90–107, 2022.

[55] M. Simanihuruk and B. E. Sukma, “Peningkatan Kompetensi Dosen Vokasi Perhotelan dalam Meningkatkan Kurikulum Melalui Program Pemagangan di Industri Perhotelan,” Jurnal Abdi Masyarakat, vol. 3, no. 2, pp. 88–97, 2023.

[56] G. A. F. Maulani and T. M. S. Mubarok, “Analisis Pengaruh Teknologi Informasi Pada Iklim Organisasi Dan Dampaknya Terhadap Komitmen Organisasi Perguruan Tinggi Swasta,” Journal Civics and Social Studies, vol. 4, no. 2, pp. 11–24, 2020.

[57] J. M. Spector and S. Ma, “Inquiry and critical thinking skills for the next generation: from artificial intelligence back to human intelligence,” Smart Learning Environments, vol. 6, no. 1, pp. 1–11, 2019.

[58] I. Dergaa, K. Chamari, P. Zmijewski, and H. Ben Saad, “From human writing to artificial intelligence generated text: examining the prospects and potential threats of ChatGPT in academic writing,” Biol Sport, vol. 40, no. 2, pp. 615–622, 2023.

[59] A. S. Mohammed, “Examining the Implementation of Artificial Intelligence in Early Childhood Education Settings in Ghana: Educators’ Attitudes and Perceptions towards Its Long-Term Viability,” American Journal of Education and Technology, vol. 2, no. 4, pp. 36–49, 2023.

[60] H. Sawitri and Y. Yuziani, “Pelatihan Manajemen Data Menggunakan Software untuk Dosen Fakultas Kedokteran Universitas Malikussaleh Tahun 2020,” Jurnal Vokasi, vol. 5, no. 1, pp. 74–78, 2021.

[61] S. Kustini, H. Herlinawati, and Y. Indrasary, “Implementasi Pembelajaran Berbasis Project-Based Learning untuk Meningkatkan Keterampilan Literasi Digital Mahasiswa Politeknik Negeri Banjarmasin,” Jurnal INTEKNA: Informasi Teknik dan Niaga, vol. 21, no. 1, pp. 30–40, 2021.

[62] P. Mawarni, B. Milama, and R. N. Sholihat, “Persepsi calon guru kimia mengenai literasi digital sebagai keterampilan abad 21,” Jurnal Inovasi Pendidikan Kimia, vol. 15, no. 2, pp. 2849–2863, 2021.

[63] K. A. Z. Salsabilla, T. D. F. Hadi, W. Pratiwi, and S. Mukaromah, “Pengaruh penggunaan kecerdasan buatan terhadap mahasiswa di perguruan tinggi,” in Prosiding Seminar Nasional Teknologi Dan Sistem Informasi, 2023, pp. 168–175.

[64] F. M. Abrori, “Dosen Tidak Siap Menghadapi Pandemi: Kajian Permasalahan Isolasi Digital pada Pembelajaran Daring,” Borneo Journal of Biology Education (BJBE), vol. 2, no. 2, pp. 113–118, 2020.

[65] S. Hadisaputra, A. Hakim, M. Muntari, G. Hadiprayitno, and M. Muhlis, “Pelatihan Peningkatan Keterampilan Guru IPA Sebagai Role Model Abad 21 dalam Pembelajaran IPA,” Jurnal Pendidikan Dan Pengabdian Masyarakat, vol. 1, no. 2, 2018.