Jun Surjanti, Norida Canda Sakti, Dhiah Fitrayati
The industrial revolution development 4.0 requires universities to implement Virtual-based Learning (VL). Hence, the Intention to Use Virtual-based Learning (IUVL) on college students needs to be examined as it is possibly affected by Resistance to Change (RCVL), Perceived Usefulness (PUVL), Perceived Ease of Use (PEUVL), and Self-Efficacy (SEVL). Meanwhile, the Attitude to Use Virtual-based Learning (ATVL) in Economics learning possibly serves as a mediator to build the Intention to Use. This study examines the role of Attitude toward Virtual-based Learning in Economics learning especially for the individual dimension of the Intention to Use/Adopt Virtual-based Learning in classroom activity. This study is quantitative research with Economics department students participating in Virtual-based Learning program as the population. The respondents were 169 students who were determined through Simple Random Sampling. Data were obtained using questionnaires and were analysed using Structural Equation Modelling (SEM) with AMOS as the analysis method. The results indicate that Resistance to Change, Perceived Usefulness, Perceived Ease of Use, and Self-Efficacy significantly affected the Attitude to Use Virtual-based Learning. Furthermore, the Attitude toward Virtual-based Learning is provably able in mediating the relationship of Perceived Usefulness, Perceived Ease of Use, and Self-Efficacy on the Intention to Use the Virtual-based Learning. However, it cannot mediate the relationship of the Resistances to Change to the Intention to Use. © 2020, Primrose Hall Publishing Group.
Universitas Negeri, Surabaya, Indonesia
