Muhammad Choerul Umam, Mustaji, Andi Kristanto, Yosep Tegar Prameswara
Perinatal Journal - 2025;33(3):49-56
Artificial Intelligence (AI) has emerged as a transformative force in higher education, enabling adaptive and personalized learning experiences. Despite its potential, student adoption of AI-powered learning platforms remains inconsistent, particularly in developing contexts. This study explores the determinants influencing Indonesian undergraduate students' intention to use AI-powered learning platforms based on the Technology Acceptance Model (TAM). Data were collected from 200 undergraduate students in Surakarta, Indonesia, using a structured online questionnaire and analyzed through Partial Least Squares Structural Equation Modeling (PLS-SEM). The results demonstrate that perceived ease of use (PEOU) and perceived usefulness (PU) significantly influence attitude toward use (AT) and behavioral intention (BI). Additionally, AT mediates the relationships between PEOU, PU, and BI. The model exhibited high internal consistency and explanatory power (R² = 0.598 for AT, R² = 0.430 for BI), confirming the relevance of TAM in the context of AI-enhanced learning. These findings underscore the importance of designing AI learning platforms that are both usable and beneficial, supporting educators and policymakers in fostering effective technology integration in higher education.
