Inovasi Pembelajaran Mutakhir di Negara Maju dan Strategi Difusi Transformasional
Abstract
Teknologi pendidikan seperti Laboratorium Virtual (VL) dipandang sebagai solusi yang layak untuk mengatasi berbagai masalah yang terkait dengan pelatihan keterampilan laboratorium, khususnya dalam memberikan pendidikan laboratorium yang efektif bagi banyak siswa karena keterbatasan sumber daya dan akses, khususnya di negara-negara berkembang. Karena VL ini merupakan terobosan dalam pendidikan teknik, penting untuk mengeksplorasi penyebarannya dalam pendidikan tinggi guna menilai pengaruhnya. Penelitian ini mengkaji lima faktor dari teori Difusi Inovasi Rogers untuk memahami bagaimana penggunaan VL telah mengubah atau memengaruhi pengguna sejak penerapannya. Partisipasi para pengadopsi awal melalui program yang dikenal sebagai pusat Nodal dan fase-fase keputusan inovasi mereka diteliti. Selain itu, penelitian ini mengeksplorasi peran agen perubahan sebagai pusat nodal dalam menyebarkan inovasi pendidikan ini. Survei tentang adopsi laboratorium virtual oleh pengguna (n=43600) selama rentang waktu 30 bulan telah dilakukan, yang menyoroti berbagai faktor penyebaran. Peringkat yang sebanding dalam aspek penilaian menunjukkan bahwa keuntungan relatif, penerimaan teknologi, maksud penggunaan, dan pentingnya uji coba memainkan peran penting dalam pandangan pengguna terhadap VL. Hubungan antar lembaga pendidikan tinggi mendorong adopsi dini dengan meningkatkan keterlibatan mahasiswa.
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