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support other participants to accomplish the given task.
3.2. Definition and Measurement of Variable 3.2.1.
Perceived Of Usefulness
Perceived of usefulness is defined as a level where someone believes that the use of certain
system can improve the performance Davis, 1989. Perceived of usefulness is measured with 6 items of
questions with the Likert scale 1-7 adopted from Davis 1989.
3.2.2. Perceived Ease Of Use
Perceived ease of use is defined as a level where someone believes that certain system is easy
to use Davis, 1989. Perceived ease of use is measured with 6 items of questions with the Likert
scale 1-7 adopted from Davis 1989.
3.2.3. Intention to Use
Intention to use is defined as a subjective probability to do certain behaviour Yi et al, 2005.
Intention to use was measured with 3 items of questions with the Likert scale 1-7 adopted from
Davis 1989 and used in Yi et al 2006.
3.3. Validity and Reliability Tests
Validity was used to measure whether the items of questions are valid or not by counting
every item of question in the questionnaire with total score Imam Gozali, 2009. The determination
of validity on certain item of question was based on the comparison of result of calculation with r of
table. If the value of r of calculation is higher than r of table, it can be concluded that the instrument is
valid. The correlation value r of calculation of all questions in every variable of research was higher
than r of table. Thus, all questions on every researched variable were valid.
Reliability of measurement tool on questions in questionnaire as the indicator of variable or
construct Imam Gozali, 2009. Instrument reliability was measured with cronbachs alpha
value. Based on result of measurement, the value of cronbachs alpha of every researched variable was
higher than 0.7 and every variable in the research was reliable. Thus, item of question in the
questionnaire was the indicator of researched variable
3.4. Skweness Analysis
Skweness Analysis of data was used to analyze the tendency and pattern of received data to
understand the tendency of data direction and its categorization. The determination of interval class,
data range, and class range was needed to make the table of frequency distribution. The class interval
was determined with the Strugess formula as follows:
K = 1 + 3.3 log n Data range is determined by reducing the
highest score with the lowest score from variables that will be distributed. The determination of class
range is done by dividing the class with number of class. The technique from Sutrisno Hadi 2004 is
used to make categorization. The categorization of data must be based on ideal mean and standard
deviation Mi = [ST + SR]: 2
DSi = [ST – SR]: 6 After the ideal mean value and deviation standard
are received, the data can be categorized into five categories as follows:
Very high category : X ≥ Mi + 1.5 DSi
High category: Mi + 0. 5 DSi ≤ X Mi + 1.5 DSi
Moderate : Mi – 0. 5 DSi ≤ X Mi + 0.5 DSi
Low category: Mi – 1. 5 DSi ≤ X Mi – 0.5 DSi
Very low category: X Mi – 1.5 DSi
3.5. Hypothesis Testing
The hypothesis testing is based on paired t-test to analyze the average difference from the taken
sample. The testing is compared the result of test then it was compared to analyze the average
difference before and after the short term training.
4. Research Finding 4.1. Statistical description of respondent
The respondents were 28 lecturers who teach at Yogyakarta State University. Respondents were
19 women and 9 men. The lowest education of respondent was postgraduate on their own field.
4.2. Skweness Analysis
Skweness Analysis was used on the perception of participants on the facility of training, module of
training, the delivery of module, the improvement of understanding, and improvement of skill.
Skweness Analysis was used to explore the supporting factors of success in the training. When
the training is well organized, the influence of training on adoption success can be free of
disturbance.
4.2.1. Facility of Training
The perception of participants on the quality of facility for training is presented on Table 2. Based
on the table, the used facility for training was adequate. It can be shown by the majority of
participants 68 who stated that the quality was very high.
Table 2: Facility of Training Skweness
Category Amount
Very High 19
68 High
1 4
Moderate Low
2 7
Very Low 6
21
Total 28
100 4.2.2.
Module
The opinion of participants of training on the quality of module is presented on table 3. The
majority of participants evaluated that the used module for training was adequate. 50 of all
participants evaluated that the quality of module was very high and 14 of participants evaluated
that the quality of module was high.
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Table 3: Module Quality Skweness
Category Amount
Very High 14
50 High
4 14
Moderate Low
3 11
Very Low 7
25
Total 28
100 4.2.3. Delivery
Delivery of module is determinant of success for the training. The quality of delivery depends on the
quality of instructor. The perception of participants on the delivery quality is presented on table 4.
More than 61 of the participants assumed that the quality of instructor was very good or good.
Table 4: Delivery Quality Skweness
Category Amount
Very High 12
43 High
5 18
Moderate 2
7 Low
5 18
Very Low 4
14
Total 28
100 4.2.4.
Understanding Improvement
The improvement of understanding is the purpose of the training. The participants are expected to
improve their understanding. Table 5 shows the perception of participants in the training on the
improvement of understanding. The table shows the fact that the participants of training evaluated
that their understanding on the module of training improved. 68 of the participants evaluated that
their understanding improved very well or well.
Table 5: Understanding Improvement Skweness
Category Amount
Very High 16
57 High
3 11
Moderate Low
1 4
Very Low 8
29
Total 28
100 4.2.5.
Skill Improvement
The skill is also intended to improve the skill. Table 6 shows the perception of participants in the
training on the improvement of skill. Most of the participants evaluated that their skill on the module
of training improved. 72 of the participants assumed that their skill improved very well or well.
Table 6: Skill Improvement Skweness
Category Amount
Very High 17
61 High
3 11
Moderate Low
1 4
Very Low 7
25
Total 28
100 4.3. Hypothesis Testing
Hypothesis testing was done by using the paired t- test to analyze the average difference before and
after short term training. The result of test is shown on table 7. Result of research shows the difference
of all aspects of technology acceptance in e- learning. The paired te-test shows the difference of
mean before and after the training for PU 9.85 with t 4.73 and sig 0.00, PEoU has the difference of
mean 6.00 with value of t 4.02 and significance traf 0.00, and ItU has the increase of mean 4.46 with
the value of t 4.66 and significance value 0.00. From the result, it can be concluded that short
training can improve acceptanceadoption of technology for e-learning. H1, H2, and H3 are
supported.
Table 7: Hypotheses Test Result
Paired Differences Mean
t df Sig.
PU_pre - PU_post -9.85714 -4.733 27 .000
PEoU_pre - PEoU_post -6.00000 -4.023 27 .000 ItU_pre - ItU_post
-4.46429 -4.663 27 .000
4.4. Discussion
