Pengaruh Motivasi Belajar, Computer Attitude Dan Fasilitas Laboraturium terhadap Prestasi Belajar Komputer Akuntansi

MYOB accounting computer is one of the subjects in vocational schools that learns about computerized accounting bookkeeping. Judging from the Mid-Semester Examination, there are still many students whose grades are below the Minimum Completion Criteria (KKM). In this study, it was examined whether learning motivation, computer attitude, and laboratory facilities affect learning achievement. The research sample was 66 students of class XI Accounting at SMK Negeri 1 Sawahlunto based on total sampling. Data collection techniques using questionnaires and documentation. The data analysis method used is multiple linear regression. The results showed that learning motivation, computer attitude, and laboratory facilities simultaneously influenced accounting computer learning achievement. While partial testing results show that learning motivation has a significant effect on accounting computer learning achievement with a significant value of 0,000. Computer attitude partially does not significantly influence accounting computer learning achievement with a significant value of 0.155. And laboratory facilities partially did not significantly influence accounting computer learning achievement with a significant value of 0.595

PENGARUH COMPUTER ANXIETY, COMPUTER ATTITUDE, DAN COMPUTER SELF EFFICACY TERHADAP MINAT MAHASISWA KOMPUTERISASI AKUNTANSI MENGGUNAKAN SOFTWARE AKUNTANSI

Komputer saat ini merupakan media yang sangat dibutuhkan dalam proses pekerjaan. Begitu juga dengan proses belajar mengajar mahasiswa akutansi. Tujuan dari penelitian ini adalah untuk mengetahui bagaimana sikap atau perilaku mahasiswa ketika menghadapi kegiatan akademik khususnya software akuntansi. Pengambilan data yaitu menggunakan teknik probability sampling (sampel acak) dengan metode proportionate stratified random sampling, dengan sample sebesar 150 responden yang terdiri dari 63 mahasiswa dari STMIK CIC, 25 mahasiswa dari STMIK WIT, dan 62 mahasiswa dari STMIK IKMI. Terdapat pengaruh positif antara Computer Anxiety dan Computer Self Efficacy terhadap Minat Menggunakan Software Akuntansi. Namun, variabel Computer Attitude tidak berpengaruh positif terhadap Minat Menggunakan Software Akuntansi. Hal ini ditunjukkan dengan nilai F hitung sebesar 8,966 F tabel 3,90 dengan Signifikan 0,000 0,05. Hasil uji regresi berganda dengan koefisien regresi untuk variabel Computer Anxiety sebesar 0,170, variabel Computer Attitude sebesar -0,137, dan variabel Computer Self Efficacy sebesar 0,200. Kata kunci: Computer Anxiety, Attitude, Self Efficacy, Minat, Software Akuntansi

The comparative survey of computer anxiety and computer attitude:

This study examined the relationship between computer anxiety and computer skill of students in Mongolian University of Life Sciences.The study results from the questionnaire analysis have been analysed using SPSS 23 and SmartPLS 3.0. The results of this study suggest that students' computer anxiety is inverse with the computer skills. The student-centered learning is more than of teacher-centered learning that has a major impact on the reduction of computer anxiety. Компьютер ашиглах үед илрэх түгшүүр болон хандлагыг харьцуулсан судалгаа Хураангуй: Оюутнуудын суралцах үйл ажиллагаандаа компьютер хэрэглэх чадвар болон компьютер хэрэглэх үед илрэх сэтгэлийн түгшүүрийг судлахдаа ХААИС-ийн багш, оюутнуудыг хамрууллаа. Бид судалгаандаа дэвшүүлсэн таамаглалаа бүтцийн тэгшитгэлийн загварчлал, статистик аргачлалаар SmartPLS 3.0, SPSS 23 программуудыг ашиглан боловсруулалт, шинжилгээ хийв. Энэ судалгааны дүнгээс харахад оюутны компьютер хэрэглэх чадвар нь сэтгэлийн түгшүүртэй урвуу хамааралтай болох нь харагдлаа. Багш төвт сургалтаас илүү оюутан төвт сургалт нь оюутны компьютер ашиглах үеийн сэтгэлийн түгшүүрийг бууруулахад илүү нөлөөлж байгаа нь ажиглагдлаа. Түлхүүр үг: Идэвхитэй сургалтын арга, судалгааны загвар, статистик боловсруулалт

Attitude towards Computers among Primary School Teachers in Kenya: A Case of Siongiroi Divison, Bomet County

In the quest of equipping the pupils with the digital skills required to work in the 21st century knowledge economy, the government of Kenya plans to provide laptops to every primary school class one pupil. If this is to be successful, the question of teacher attitude towards computers is central. This paper presents the results of a survey to study and examine the attitudes of the primary school teachers towards computers. In addition, the study investigated the effects of age, gender, teaching experience, level of education, and computer experience on computer attitude. Data for this study was collected among 114 primary school teachers from Siongiroi Division, Bomet County, Kenya. Measurement tools used was the Computer Attitude Scale (CAS) by Loyd and Gressard (1984). The data acquired was analyzed using descriptive statistics and an analysis of variance (ANOVA).The results indicated that although the teachers have positive attitudes towards computers, they have low confidence level in using the computers. The study also found that the primary school teachers, despite their differences in gender, age, teaching experience and level of education, did not differ significantly (in statistical sense) in their computer attitude. Since teachers portray positive attitudes toward computers, efforts should be geared towards reinforcing the existing positive attitudes. This study highlights the importance of uplifting teachers’ confidence level in using computers

MEASURING ATTITUDE TOWARDS COMPUTER OF SECONDARY SCHOOL TEACHERS- AFFECTIVE DOMAIN

The present study examines Cognitive and Affective Computer Attitudes of Secondary Teachers 300 teachers (170 male and 130 female – belonging to Urban area – 160 and Rural area – 140) were randomly selected from Colleges of Education affiliated to North Maharashtra University, Jalgaon. Computer attitudes scale (Cognitive and Affective) developed by D.Kumaran and K. Selvaraju was used for data collection. The result indicate that – (a) Teachers have a favourable computer attitude. (b) Sex and subject of specialization (faculty) have no significant influence on cognitive computer attitude, affective computer attitude and computer attitude. (c) Urban teachers have more favourable cognitive computer attitude, affective computer attitude and computer attitude than Rural teachers. (d) In urban group, male teachers have more favourable affective computer attitude and computer attitude than those of female teachers, whereas both male and female teachers do not differ in respect of cognitive computer attitude.