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characteristics or attributes of teachers‘ adoption and integration of ICT into teaching
provide information of factors supporting their use of technology as well as barriers to ICT
integration. The key factor in the studies is
teachers‘ attitudes toward technology or intentions
to use
technology in
their classrooms. If teachers have negative attitudes
toward technology, providing them with excellent ICT facilities may not influence them
to use it in their teaching. Therefore, teachers need to be assured that technology can make
their teaching interesting, easier, more fun for them and students, more motivating and more
enjoyable. ICT helps to make classes more interesting, easier, varied, and enjoyable for [Var.
X
8
].
3. RESEARCH QUESTIONS
The research questions are stated as follows: 1.
At what level of success will the ICT- based ITEP encourage and support the
nation‘s economy? 2.
What factors serve as determinants for the success of the ICT-based ITEP in
encouraging and supporting the nation‘s economy?
The factors mentioned above are limited to
1 curriculum
development, 2
professionalism of the lecturersteachers, 3 meta-cognitive aspect, 4 leadership, 5
achievement of objectives, 6 communication
with parents networked systems, 7 adoption and integration of ICT into teaching and
learning processes, 8 interesting, easier, more fun, more motivating and more enjoyable way
of teaching.
4. RESEARCH METHODS
This study was conducted on the basis of the ITEP alumni assessment. The data
sources are 52 ITEP graduates as SWCU alumni from Batang District, 2015. Data were
collected through a self-rating scale consisting of 30 items that have been proven valid and
reliable; Score validity is 0.192 to 0.502, with a reliability index by Cronbachs Alpha =
0.721. Data analysis used descriptive analysis and stepwise multiple regression models with
SPSS for windows version 20.
5. RESULTS
After the data were collected, the result of the descriptive analysis on each
variable is as follows:
Table 1. The results of the descriptive analysis on all variables under study
Me an
Me dian
Std. Devi
ation Mini
mum Maxi
mum X
1
Curricul um
Develop ment
2,6 818
3,0 000
,716 23
0,00 3,00
X
2
Lecturer Professio
nalism 2,7
727 3,0
000 ,528
41 2,00
4,00
X
3
Metaco gnitive
2,6 364
3,0 000
,581 09
2,00 4,00
X
4
Leaders hip
2,1 364
2,0 000
,774 32
1,00 4,00
X
5
Achieve ment
Class 2,7
273 3,0
000 ,550
48 2,00
4,00
X
6
Networked Systems
3,2 727
3,0 000
,550 48
2,00 4,00
X
7
Adoption of ICT into
TL Processes
3,0 909
3,0 000
,426 40
2,00 4,00
X
8
ACJEL 3,3
182 3,0
000 ,567
90 2,00
4,00 Y
Encourage s the State
Economy 2,7
727 3,0
000 ,611
93 2,00
4,00
Based on the analysis presented in Table 1 above, it turns out the average value of
success variables: Y Encourages the State Economy, X
1
Curriculum Development, X
2
Lecturer Professionalism, X
3
Metacognitive, X
4
Leadership, X
5
Achievement Class, is smaller than the figure the median. This
means that the spread of each related variable has a tendency toward higher point; while the
average value of variables: X
6
Networked Systems, X
7
Adoption of ICT into Teaching Learning Processes, X
8
Active, Creative, Joy Full and Effective LearningACJEL is larger
than the median, this means deployment of
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each variable in question has a tendency towards lower.
To know how high the level of the ICT- based ITEP has encouraged and supported the
nation‘s economy Research problem 1, a descriptive analysis of the variables gives the
following result as shown in Table 2.
Tabel 2. Distribusi frekuensi keberhasilan PJJ berbasis ICT dalam encourages the State Economy Y
Valid Frequency
Percent Cumulative
Percent Low
Moderate High
Very High Total
15 28,84
28,84 32
61,54 90,38
5 9,62
100,0 52
100,0
The results of the analysis presented in Table 2 above shows that the success rate of
the ICT-based ITEP in encouraging and supporting the nation‘s economy is at the
very high level 9.62, high 61.54, and moderate 28.84. None was at the low
level.
After testing
for normality
and homogeneity,
the stepwise
multiple regression analysis models were performed
on the effect of 8 independent variables X to the performance of the ITEP. The result of
which is shown in the following Table 3.
Table 3. Model Summary Model
R R
Square Adjusted R
Square Std. Error of
the Estimate 1
,716
a
,513 ,489
,43758 2
,856
b
,732 ,704
,33295 3
,902
c
,814 ,783
,28524 a. Predictors: Constant, X
2
b. Predictors: Constant, X
2
, X
1
c. Predictors: Constant, X
2
, X
1
, X
3
Based on the results of the analysis as presented in Table 3 above, it can be
summarized that Lecturer Professionalism X
2
was the determinant of the success of the performance of the ITEP in encouraging and
supporting the nation‘s economy Y at 48.90 Model 1, which, when followed by
the Curriculum Development X
1
, its effect on the performance of the ICT-based ITEP in
encouraging and supporting the nation‘s economy Y amounted to 70.40 model 2,
especially in addition to the Metacognitive aspect X
3
. The influence of the third variable to the performance of the ITEP with
the distance learning program increased to 78.30 model 3. This means that only less
than 21, 70 is influenced by other variables that are not observed in this model. Other
variables,
namely, Leadership
X
4
, Achievement Class X
5
, Networked Systems X
6
, Adoption of ICT into Teaching Learning Processes X
7
and Active, Creative, Joy Full and Effective LearningACJEL X
8
which are supported by the data do not affect the
performance and success of conducting the ITEP Distance learning. Furthermore, to
determine significance of the findings of the above three models, the results of the
ANOVA analysis can be examined in the Table 4 below:
Table 4. The results of the analysis ANOVA
d
Model Sum of
Squares df
Mean Square
F Sig.
1 Regression
4,034 1
4,034 21,069 ,000
a
Residual 3,829
20 ,191
Total 7,864
21 2
Regression 5,757
2 2,879 25,968 ,000
b
Residual 2,106
19 ,111
Total 7,864
21 3
Regression 6,399
3 2,133 26,217 ,000
c
Residual 1,465
18 ,081
Total 7,864
21 a. Predictors: Constant, X
2
b. Predictors: Constant, X
2
, X
1
c. Predictors: Constant, X
2
, X
1
, X
3
e. Dependent Variable: Y
Based on the results of stepwise multiple regression analysis models as presented in
Table 4 above, F = 21,069 was obtained with the significance level of 0.00 Model 1, F =
25,968 with a significance level of 0.00 model 2, and F = 26,217 with a significance level of
0.00 Model 3. This means that the three variables in Model 1 Lecturer Professionalism
X
2
, and
Model 2
plus Curriculum
Development X
1
, and Model 3 along with the Metacognitive X
3
become determinants of the performance and success of the ICT-based
with data support to meet the level of significance.
To build influential equation model of the 3 variables, i.e., Lecturer Professionalism X
2
, Curriculum Development X
1
, and the Metacognitive X
3
towards the success of the ICT-based
ITEP in
encouraging and
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supporting the nation‘s economy Y, observation on the Beta Coefficient B ---both
standard and non-standard---was performed. The result can be found by utilizing the results
of such analysis in Table 5 below.
Table 5 Coefficients influential variables BEITP Determinant performance of ICT .
Coefficients
a
Model Unstandardize
d Coefficients Standardize
d Coefficients
t Sig.
B Std.
Error Beta
1 Constant ,473
,510 ,928 ,36
5 X
2
,829 ,181
,716 4,59
,00 2 Constant
-,346 ,440
-,787 ,44 1
X
2
,732 ,140
,632 5,23
8 ,00
X
1
,406 ,103
,476 3,94
3 ,00
1 3 Constant
-,805 ,411
- 1,95
9 ,06
6 X
2
,619 ,126
,534 4,90
2 ,00
X
1
,378 ,089
,442 4,24
9 ,00
X
3
,322 ,115
,306 2,80
8 ,01
2 a. Dependent Variable: Y
Based on the results of the analysis presented above, it turns out that the success
of the ICT based ITEP in encouraging and supporting the nation‘s economy Y is not
affected by Leadership X
4
, Achievement Class X
5
, Networked Systems X
6
, Adoption of ICT into Teaching Learning Processes X
7
and Active, Creative, Joy Full and Effective
LearningACJEL X
8
, but is determined by the variation
of ICT-based:
Lecturer Professionalism
X
2
, Curriculum
Development X
1
, and the Metacognitive X
3
used in the distance learning.
6. DISCUSSION
