The Influence of Technological Knowledge, Pedagogy and Content on Ability Integrate Artificial Intelligence Moderated Gender

Latifah, Fadilah Mutia; Sabandi, Muhammad; Octoria, Dini

doi:10.15294/eeaj.v14i2.21727

Jurnal

The Influence of Technological Knowledge, Pedagogy and Content on Ability Integrate Artificial Intelligence Moderated Gender

Economic Education Analysis Journal · Vol. 14 No. 2 (2025) · hlm. 158–170

DOI: 10.15294/eeaj.v14i2.21727
ISSN: 2502-356X, 2252-6544
Terbit: 2025-06-30
Penerbit: Universitas Negeri Semarang
Bahasa: eng

Abstrak

This study examines the influence of technological knowledge, pedagogical knowledge and content knowledge on the ability to integrate artificial intelligence technology in high school economics teachers in Surakarta and to determine whether gender can moderate technological knowledge, pedagogical knowledge and content knowledge on the ability to integrate artificial intelligence technology in high school economics teachers in Surakarta. The population and sample of 68 were taken using total sampling, namely all high school economics teachers in Surakarta. Data collection using a questionnaire in the form of a google form. The validity test of the instrument used Confirmatory Factor Analysis (CFA) and the reliability test used Cronbach Alpha. Data analysis used hierarchical regression analysis and all data were processed using SPSS 26. The results of the study showed that technological knowledge, pedagogy and content partially had a positive and significant effect on the ability to integrate artificial intelligence technology in high school economics teachers in Surakarta and gender could moderate the relationship between technological knowledge and content with the ability to integrate artificial intelligence technology, but gender could not moderate the relationship between pedagogical knowledge with the ability to integrate artificial intelligence technology.

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Institut Teknologi Sepuluh Nopember
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Rekan penulis	Organisasi	Artikel bersama
Sudarno	Afiliasi tidak diketahui	2
Mintasih Indriayu	Afiliasi tidak diketahui	2
Hasna Nur Faramida	Afiliasi tidak diketahui	2
Hanifah 'Urwatulwutsqo Rofi'ah	Afiliasi tidak diketahui	1
Titis Rena Siwi Pambudi	Afiliasi tidak diketahui	1
Tya Wahyu Nofitri	Afiliasi tidak diketahui	1
Dhani Aliffansyah	Afiliasi tidak diketahui	1
Indah Warih Yanti	Afiliasi tidak diketahui	1
Elvina Destin Trisnadewi	Afiliasi tidak diketahui	1
Sudarno Sudarno	Afiliasi tidak diketahui	1
Nugraheni Ramadhona	Afiliasi tidak diketahui	1
Lukman Hakim	Institut Teknologi Sepuluh Nopember	1
Saringatun Mudrikah	Afiliasi tidak diketahui	1
Andika Yudha Tiyasa	Afiliasi tidak diketahui	1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/eeaj/oai, pertama di-harvest 5 Nov 2026, terakhir terlihat 5 Nov 2026.

Metadata asli (oai_dc)

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	<dc:title xml:lang="en">The Influence of Technological Knowledge, Pedagogy and Content on Ability Integrate Artificial Intelligence Moderated Gender</dc:title>
	<dc:creator xml:lang="en">Latifah, Fadilah Mutia </dc:creator>
	<dc:creator xml:lang="en">Sabandi, Muhammad</dc:creator>
	<dc:creator xml:lang="en">Octoria, Dini</dc:creator>
	<dc:subject xml:lang="en">Artificial Intelligence Technology Integration</dc:subject>
	<dc:subject xml:lang="en">Content Knowledge</dc:subject>
	<dc:subject xml:lang="en">Gender</dc:subject>
	<dc:subject xml:lang="en">Pedagogical Knowledge</dc:subject>
	<dc:subject xml:lang="en">Technological Knowledge</dc:subject>
	<dc:description xml:lang="en">This study examines the influence of technological knowledge, pedagogical knowledge and content knowledge on the ability to integrate artificial intelligence technology in high school economics teachers in Surakarta and to determine whether gender can moderate technological knowledge, pedagogical knowledge and content knowledge on the ability to integrate artificial intelligence technology in high school economics teachers in Surakarta. The population and sample of 68 were taken using total sampling, namely all high school economics teachers in Surakarta. Data collection using a questionnaire in the form of a google form. The validity test of the instrument used Confirmatory Factor Analysis (CFA) and the reliability test used Cronbach Alpha. Data analysis used hierarchical regression analysis and all data were processed using SPSS 26. The results of the study showed that technological knowledge, pedagogy and content partially had a positive and significant effect on the ability to integrate artificial intelligence technology in high school economics teachers in Surakarta and gender could moderate the relationship between technological knowledge and content with the ability to integrate artificial intelligence technology, but gender could not moderate the relationship between pedagogical knowledge with the ability to integrate artificial intelligence technology.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2025-06-30</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/eeaj/article/view/21727</dc:identifier>
	<dc:identifier>10.15294/eeaj.v14i2.21727</dc:identifier>
	<dc:source xml:lang="en">Economic Education Analysis Journal; Vol. 14 No. 2 (2025): Economic Education Analysis Journal; 158-170</dc:source>
	<dc:source>2502-356X</dc:source>
	<dc:source>2252-6544</dc:source>
	<dc:source>10.15294/eeaj.v14i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/eeaj/article/view/21727/4694</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Economic Education Analysis Journal</dc:rights>
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