Fatma Sukmawati’s scientific contributions

This study investigates how primary school teachers are integrating Learning Management Systems (LMS) using the Unified Theory of Acceptance and Use of Technology (UTAUT) approach. A four-point Likert scale questionnaire including characteristics like Performance Expectancy, Effort Expectancy, Social Influence, Facilitating Conditions, Hedonic Motivation, Price Value, and Habit was used in this study, which involved 426 instructors from 84 public and private primary schools. Google Forms was used to collect the data, and structural equation modeling (SEM) was used to analyze it. The results of the study show that these factors have a strong correlation with teachers' behavioral intentions and user behavior with reference to LMS, demonstrating excellent reliability and validity. These results align with the UTAUT model, contributing to the understanding of factors influencing LMS adoption among elementary school teachers. The implications suggest that policymakers and practitioners can utilise these findings to design more effective strategies for enhancing technology adoption in future educational contexts.

Curriculum change is an essential educational milestone, which often aims to align the education system with the needs of continuously developing society and global trends. This research aims to identify teachers' challenges in designing learning after curriculum changes. The research design uses quantitative description. The respondents were 214 elementary school teachers in six Central Java, Indonesia cities. An online questionnaire form created using Google Forms is used to collect data. Data was taken using a survey and analyzed descriptively. This instrument consists of 3 (three) parts: (1) teacher challenges regarding curriculum changes, (2) the teacher's ability to design learning, and (3) knowledge and competence about and in using the LMS. The study results show that the biggest challenge for teachers lies in management, experience, and references in implementing the new curriculum, even though their readiness is high. Teachers need supporting facilities like a learning management system (LMS) to help them design lessons and develop learning modules. The majority of teachers are familiar with using LMS, so LMS can be a solution to adapt to teacher challenges. Using LMS to create teaching modules can increase the effectiveness and efficiency of all teacher activities at every level of education. It is hoped that the findings of this research can serve as a guide for educators, researchers, educational technology creators, and governments in exploring and developing new ways to support teachers' work, from planning to assessing learning tools. They can easily upload materials, create assignments and tests, and provide feedback to students.