Using technology acceptance model to investigate digital business intention among Indonesian students

Wibowo, Agus et al. Article Using technology acceptance model to investigate digital business intention among Indonesian students Cogent Business & Management Provided in Cooperation with: Taylor & Francis Group Suggested Citation: Wibowo, Agus et al. (2024) : Using technology acceptance model to investigate digital business intention among Indonesian students, Cogent Business & Management, ISSN 2331-1975, Taylor & Francis, Abingdon, Vol. 11, Iss. 1, pp. 1-16, https://doi.org/10.1080/23311975.2024.2314253 This Version is available at: https://hdl.handle.net/10419/326044 Standard-Nutzungsbedingungen: Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden. Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen. 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If the documents have been made available under an Open Content Licence (especially Creative Commons Licences), you may exercise further usage rights as specified in the indicated licence. https://creativecommons.org/licenses/by/4.0/ Cogent Business & Management ISSN: 2331-1975 (Online) Journal homepage: www.tandfonline.com/journals/oabm20 Using technology acceptance model to investigate digital business intention among Indonesian students Agus Wibowo, Ari Saptono, Bagus Shandy Narmaditya, Mohammad Sofwan Effendi, Saparuddin Mukhtar, Suparno & Muhammad Hakimi Mohd Shafiai To cite this article: Agus Wibowo, Ari Saptono, Bagus Shandy Narmaditya, Mohammad Sofwan Effendi, Saparuddin Mukhtar, Suparno & Muhammad Hakimi Mohd Shafiai (2024) Using technology acceptance model to investigate digital business intention among Indonesian students, Cogent Business & Management, 11:1, 2314253, DOI: 10.1080/23311975.2024.2314253 To link to this article: https://doi.org/10.1080/23311975.2024.2314253 © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group Published online: 19 Feb 2024. Submit your article to this journal Article views: 3653 View related articles View Crossmark data Citing articles: 11 View citing articles Full Terms & Conditions of access and use can be found at https://www.tandfonline.com/action/journalInformation?journalCode=oabm20 OperatiOns, infOrmatiOn & technOlOgy | review article Cogent Business & ManageMent 2024, VoL. 11, no. 1, 2314253 Using technology acceptance model to investigate digital business intention among Indonesian students agus wibowoa , ari saptonoa , Bagus shandy narmadityab , mohammad sofwan effendia, saparuddin mukhtara , suparnoa and muhammad hakimi mohd shafiaic aFaculty of economics, universitas negeri Jakarta, Jakarta, indonesia; bFaculty of economics and Business, universitas negeri Malang, Malang, indonesia; cFaculty of economics and Management, universiti Kebangsaan Malaysia, Bandar Baru Bangi, Malaysia ABSTRACT the digitalization of entrepreneurship articulates concepts from various streams of literature to promote entrepreneurial intentions. this study investigates the influence of digital entrepreneurship education, perceived usefulness, and perceived ease of use on digital entrepreneurial intentions. Drawing on knowledge-based literature, this research explores the mediating effect of digital entrepreneurial self-efficacy. the data were collected from 309 university students in indonesia through a self-administered survey, and the hypotheses were estimated using pls-sem with smart-pls 3.0. the findings indicate that digital entrepreneurship education significantly affects digital entrepreneurial self-efficacy and intention among indonesian students. this study also demonstrates that the variables of the technology acceptance model can promote digital entrepreneurial self-efficacy and intention. in addition, the result confirms the mediating role of digital entrepreneurial self-efficacy in explaining the association between digital entrepreneurship education, perceived ease of use, and entrepreneurial intentions. 1. Introduction creating new ventures is essential to the economic prosperity of both developed and emerging countries. some studies reported that new business initiations have the potential to create jobs, generate wealth, and foster innovation, all of which are critical components of economic development (alferaih, 2022; Kollmann etal., 2022). from the educational side, the universities in many countries have responded by promoting new business creation through entrepreneurship education and raising entrepreneurial intentions among students (saptono etal., 2021; wardana etal., 2023). Universities can extend a platform to promote entrepreneurial intention within students through various initiatives, such as entrepreneurship programs, incubation centers, and start-up accelerators (mukhtar et al., 2021). these initiatives provide students the necessary resources, guidance, and mentorship to pursue their entrepreneurial intentions and new business creations (ratten & Usmanij, 2021). the rapid development of digital technologies is seen as essential for reshaping the social economy, including entrepreneurial activities. Digitalization continues to expand and change economic behavior from offline to online activity using digital platforms (alferaih, 2022). hence, the urgency for digital entrepreneurial intentions increases due to a growing market demand for digital products or services (saptono et al., 2021). preliminary papers mentioned that digitalization promotes opportunities for aspiring digital entrepreneurs (alferaih, 2022; youssef et al., 2021). concerning indonesia, there is an increasing demand for internet usage. © 2024 the author(s). Published by informa uK Limited, trading as taylor & Francis group CONTACT agus Wibowo agus-wibow[email protected] Faculty of economics, universitas negeri Jakarta, Jakarta, indonesia. https://doi.org/10.1080/23311975.2024.2314253 this is an open access article distributed under the terms of the Creative Commons attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. the terms on which this article has been published allow the posting of the accepted Manuscript in a repository by the author(s) or with their consent. ARTICLE HISTORY received 5 april 2023 revised 12 December 2023 accepted 31 January 2024 REVIEWING EDITOR Balan sundarakani, University of wollongong in Dubai faculty of Business, United arab emirates KEYWORDS Digital entrepreneurial intention; digital entrepreneurship education; perceived usefulness; perceived ease of use; digital entrepreneurial self-efficacy SUBJECTS Business, management and accounting; education studies; educational psychology 2 a. wiBOwO et al. according to the data from the ministry of communications and informatics (Kominfo, 2023), the number of internet users in indonesia has touched 82 million. with this achievement, indonesia ranked eighth largest in the sphere (Kominfo, 2023). this has the potential to involve digital entrepreneurial intention and behavior. in response to the sophistication of technology, internet usage, and digital market demands, digitalization provides new opportunities to integrate digital technology and entrepreneurial activities. Digital entrepreneurship offers new and prominent insights for entrepreneurs compared to conventional models as it relies on faster and more massive business opportunities (elia et al., 2020; Kollmann et al., 2022). additionally, digital entrepreneurship notably changes the conventional business model and brings many positive effects, such as in terms of time efficiency, increased profits, business expansion, and ease of access for both entrepreneurs themselves and consumers (nambisan et al., 2017; nambisan & Baron, 2021). from student perspectives, digital entrepreneurship enables them to work from any location with internet access, providing them the flexibility to balance their academic and business matters. the superiority of digital entrepreneurship has fostered the need for education transformation from conventional to digital-based activities. in particular, entrepreneurship education is a process of promulgating knowledge, skills, attitudes, and competencies to prepare students to identify, create, and manage a business venture (ratten & Usmanij, 2021). in this context, digital entrepreneurship education enables a content adaptation linked with cognitive abilities to concede opportunities and inaugurate new business creation (nowiński etal., 2019). Digital entrepreneurship education also provides knowledge on how to commence a business undergoing a digital platform (clinkard, 2018). the diverse approach in digital entrepreneurship education also facilitates students with adaptation and openness to various changes in the new digital environment (Kickul et al., 2018). Despite the significance of digital entrepreneurship and the role of education, however, few studies have analyzed the predictors of digital entrepreneurship. a large number of scholars are taking points from conventional entrepreneurial perspectives in understanding entrepreneurial intentions among students (e.g., Barba-sánchez et al., 2022; fragoso-Diaz et al., 2021; mahfud et al., 2020). the prevailing studies (e.g., younis et al., 2020) investigated the motivation factors linked to digital entrepreneurship intention among students, while a recent study by alferaih (2022) reported that subjective norm, perceived feasibility, and innovativeness can promote the digital entrepreneurial intentions of students. additionally, most studies are performed on digital entrepreneurship intention using a systematic literature review (hueso et al., 2021; seow, 2022). therefore, this study is intended to fill the gap by providing an empirical examination of factors affecting digital entrepreneurship in indonesia. this study provides some contributions to theory and practice. first, this paper contributes to the current business and entrepreneurship literature by exploring how digital entrepreneurship education can promote business intention. in addition, it offers a greater understanding of digital entrepreneurship in emerging countries, i.e., indonesia. in particular, our study found that digital entrepreneurship education is a powerful tool for increasing insight and knowledge related to the digital entrepreneurship of students. second, this research contributes to the study theme of the emerging relevance of digital technologies by revealing how digital technology adoption contributes positively to entrepreneurial self-efficacy and the intention to become digital entrepreneurs along with entrepreneurship education. this study proposes the following research questions: (rQ1) how does digital entrepreneurship education promote digital entrepreneurial intentions? (rQ2) how do the variables of the technology acceptance model influence digital entrepreneurial intentions? and (rQ3) how does digital entrepreneurial self-efficacy mediate the variables involved in this research? the rest of the research dispenses a literature review on digital entrepreneurship in section 2, followed by the method used to confirm the hypothesis in section 3. accordingly, section 4 and section 5 provide the result and discussion, supported by the conclusion in section 6. 2. Literature review 2.1 Underpinning theory the technology acceptance model (tam) is appropriate for explaining the acceptance of technology use. it was initiated by Davis (1986) as an extension of the theory of reasoned action (tra) by ajzen and cOgent BUsiness & management 3 fishbein (1975). the digital market and economic activities are affected by technology, and digitalization can be involved in entrepreneurial activities. the model for digital entrepreneurship intention is founded on the theory of planned behavior (tpB) by ajzen (1991). this theory illustrates how perceived intentions and expediency can be influenced by various factors such as knowledge, education, and circumstance, which can drive feasibility perceptions. according to this model, a range of factors has a direct impact on the intention to demeanor an obvious behavior, while external factors like enumeration and educational foreground have no direct influence on an individual’s intentions (ajzen, 1991; Kolvereid, 1996; linan, 2004). in principles, tam can be applied to numerous domains, including digital entrepreneurial intention and behavior. in this context, tam enables to understand the dimensions that influence individuals’ intention to be involved in digital entrepreneurship using technology. the technology acceptance model (tam) proposes that an individual’s intention to use a technology is primarily influenced by two key factors: the perceived benefit of using the technology and the ease of using it. tam identifies perceived usefulness (pU) and perceived ease of use (peOU) as primary factors driving an individual’s intention to involve a technology. pU refers to how much a person believes that using the technology will raise their performance, while peOU remarks to the extent to which a person believes that involving the technology will help to deal with goals. 2.2 Digital entrepreneurship education, entrepreneurial self-efficacy, and digital entrepreneurial intention Digital entrepreneurship education (Dee) is becoming increasingly important in today’s economy (ratten & Usmanij, 2021). with the rise of digital technologies, there has been a shift towards entrepreneurship from traditional to digital matters. this has created a demand for Dee that prepares students for the challenges of starting and running a successful digital business (mukhtar et al., 2021). the majority of authors noted that entrepreneurship education has remained an entry point for escalating conventional and digital entrepreneurship intentions of students during the few recent years (e.g., Dimcheva, 2019; Zen et al., 2022). a prior study by ratten and Usmanij (2021) noted that the purpose of Dee is not only to equip students with knowledge but also to change their mindsets regarding innovative activities and risk-taking in entrepreneurship. to determine whether student behavior has been changed, it is required to focus on entrepreneurship education, which incorporates both cognitive and affective domains (saptono et al., 2021). Dee has been shown to be effective in developing entrepreneurial self-efficacy—an individual’s belief accompanying the skills and abilities necessary to start and run a business. research has shown that entrepreneurial self-efficacy is a robust predictor of entrepreneurial intention, which is the desire to start a business (alferaih, 2022). several studies have investigated the interconnectedness between digital entrepreneurship education, entrepreneurial self-efficacy, and entrepreneurial intention. for instance, a work by al-mamun et al. (2022) indicated that digital entrepreneurship education had a positive effect on both entrepreneurial self-efficacy and entrepreneurial intention. similarly, wang et al. (2020) reported that Dee has a statistically significant effect on students’ entrepreneurial intention, in which this effect is partially mediated by students perceived entrepreneurial self-efficacy. the study also found that the effect of Dee on students’ entrepreneurial intentions is stronger for those who have prior entrepreneurial experience. Overall, the literature claims that digital entrepreneurship education is effectively enhances entrepreneurial self-efficacy and increases digital entrepreneurial intention (Dei). for instance, Jena (2020) reported that Dee, when carried out effectively and accompanied by systematic practice, will significantly influence student intentions. indeed, the studies of ho m-hr et al. (2018) noted that Dee has the potential to positively impact entrepreneurs by boosting their profitability, entrepreneurial mindset, attitude, and chances of success. multiple studies (e.g., ahmed et al., 2020; Bischoff et al., 2018) have shown that Dee is still a valuable tool for promoting entrepreneurial activity. as a result, universities are striving to enhance the role of entrepreneurship education by providing their graduates with the necessary knowledge for effective entrepreneurial creation and continuation. Based on this explanation, the hypothesis of the study is provided as follows. H1: Dee will be positively related to Dei H2: Dei will be positively related to Dese 4 a. wiBOwO et al. 2.3 Perceived usefulness, perceived ease of use, and digital entrepreneurial intention Using the technology acceptance model (tam) to study digital entrepreneurial intention can provide insights into the dimensions that promote a student’s decision to pursue digital entrepreneurship. the concept of perceived usefulness (pU) is also relevant to digital entrepreneurship, as it refers to an individual’s perception of how valuable a new technology or innovation will be in facilitating the success of their business (Davis, 1989). a prior study found a positive correlation between perceived usefulness and entrepreneurial self-efficacy (venkatesh & Davis, 2000). when individuals perceive that a new technology or innovation will be useful in facilitating the success of their business, they are more likely to believe in their ability to inaugurate and run a business successfully. this belief stems from their confidence in their ability to overcome challenges and obstacles that may arise. pU is also a considerable factor in individuals’ intention to use technology. a previous study reported that pU significantly impacts students’ intention to become digital entrepreneurs (chatterjeeetal., 2022). students who perceive digital technologies as useful for their entrepreneurial endeavors are more likely to have a positive attitude toward entrepreneurship and to pursue a digital entrepreneurship career (rajesh, 2021; soluk et al., 2021). in addition to pU, perceived ease of use (peOU) is a critical factor that affects digital entrepreneurial self-efficacy. studies have reported that individuals who perceive digital entrepreneurship as easy to use have higher self-efficacy in starting and managing their ventures. for instance, venkatesh and Bala (2008) stated that peOU positively affects an individual’s self-efficacy in digital entrepreneurship. they mentioned that individuals who perceived digital entrepreneurship as easy had higher self-efficacy than those who perceived it as difficult. later, a prior study also recognized that peOU also influences digital entrepreneurial intention. as an example, a study by Karimi et al. (2017) revealed that perceived ease of use is positively related to entrepreneurial intention among students. prompts scientists and practitioners are in agreement with corrective action (Davis, 1989). there is also a prominent link between peOU and pU, indicating that peOU is a predictor of pU. the robust connectivity between peOU and pU indicates that those who find new technologies easy to use also discover them highly useful (Davis, 1989). the involvement of digital technology in entrepreneurship refers to the studies of Bharadwaj (2000) and Urbinati etal. (2020), namely the use of computer-based technology as a significant solution in entrepreneurship. for example, smartphone applications can profit from entrepreneurial activities due to low-cost allocation but reach a wider marketing segment, increase income, and provide flexibility in building and developing new businesses (rajesh, 2021; soluk etal., 2021). thus, the hypothesis is presented below. H3: pU will be related to Dei H4: pU will be related to Dese H5: peOU will be related to Dei H6: peOU will be related to Dese 2.4 The role of self-efficacy in mediating digital entrepreneurship education and entrepreneurial intention Digital entrepreneurship education is considered to be a new area of interest that aims to provide individuals with the skills and knowledge to stimulate and grow digital ventures. the majority of works have evidenced a positive impact of digital entrepreneurship education on entrepreneurial intention (Bilal etal., 2021; yu etal., 2022). however, the effectiveness of digital entrepreneurship education programs depends on several factors, including the role of self-efficacy. self-efficacy plays a critical role in mediating the association between digital entrepreneurship education and entrepreneurial intention. some works have manifested the interconnectedness between self-efficacy, digital entrepreneurship education, and entrepreneurial intention. these works suggest that self-efficacy can take a role as a mediator in the relationship between digital entrepreneurship education and entrepreneurial intention (Bilal etal., 2021; yuetal., cOgent BUsiness & management 5 2022). in short, digital entrepreneurship education can enhance an individual’s self-efficacy, which in turn can escalate the entrepreneurial intention. thus, the hypothesis is provided below. H7: Dese will be related to Dei H8: Dese mediates the influence of Dee on Dei 2.5. The role of self-efficacy in mediating PU, PEOU, and digital entrepreneurial intention entrepreneurial intention has long been considered important in promoting new business creation. while self-efficacy is often linked to the drive for entrepreneurship. self-efficacy refers to beliefs in the motivation, cognitive resources, and ability to initiate actions necessary to meet the demands of a particular situation (wood & Bandura, 1989; Zhao et al., 2005). Bandura (1986) elucidated that self-efficacy determines actions to take, effort to put in, how long it takes to persevere, and what methods to use in difficult situations. it has nothing to do with the number of skills but with the students’ belief that they can do what they can in a various situations and circumstances (Bandura, 1997). Darmanto et al. (2022) noted that one of the main factors for successful technology adoption in entrepreneurship is related to students’ self-efficacy. Digital entrepreneurial self-efficacy (Dese) is crucial for building motivation that can affect individual opportunities, purposes, emotional reactions, efforts, and persistence. in this regard, students with better levels of self-efficacy favor to improve their abilities to accomplish certain tasks. preliminary scholars have reported that perceived self-efficacy positively predicts accomplishment-related behaviors, such as motivation, effectiveness, and positive attitudes (Bachmann etal., 2021; saeid & eslaminejad, 2016). a preliminary publication showed that an increase in Dese is highly correlated with Dei (Darmanto et al., 2022). finally, the results of abdullah and ward (2016) noted that the effect of peOU on Dese confirms a positive and significant association. meanwhile, abdullah et al. (2016) also noted that peOU and pU positively influence Dese. therefore, the hypothesis is presented as follows. H9: Dese mediates the influence of pU on Dei H10: Dese mediates the influence of peOU on Dei 3. Method and materials 3.1 Design in this study, a cross-sectional survey with a quantitative approach was used to empirically validate a concept study model using structural equation models (pls-sem). pls-sem is contemplated suitable for this study as it has the highest potential to predict all construct relationships simultaneously, and it is widely implemented in business and entrepreneurship research (e.g., nowiński etal., 2019). this paper is an initial attempt to investigate the mediating role of Dese in affecting Dei. in more detail, this research attempted to examine how Dee, pU, and peOU directly promote Dei and also indirectly through Dese as a mediating variable (see figure 1). 3.2 Sample and data collection the indonesian university students provided suitable research context as the indonesian government campaigns to enhance the number of entrepreneurs among university graduates. this study adopted a convenience sampling directed at educational-based university students in malang and Jakarta, indonesia. the rationale of using convenience sampling is largely used by scholars on this theme (e.g., nowiński etal., 2019). the research participants were defined as individuals who had followed education in entrepreneurship and were currently engaged in entrepreneurial pursuits. the determination of the geographical area for this research is due to the fact that the cities of malang and Jakarta are well-known as educational centers in indonesia. moreover, the city of malang is renowned for its burgeoning tourism 6 a. wiBOwO et al. industry and the assistance offered by the local government to escalate the development of new businesses. the research instrument was provided in self-administrated questionnaires using google forms, which were shared with participants using email and whatsapp during september–november 2022, and we followed up three weeks later. in the provided questionnaires, the participants were asked for their anonymity, and it was informed that this research is intended for academic purposes only. later, the information given by the respondents would be kept confidential. in addition, the institutional review board approved all ethical issues at Universitas negeri Jakarta, indonesia. around 350 participants took part in this survey, and we found that 320 completed the questionnaires. in addition, we performed an investigation to determine the eligible responses, which resulted in 309 questions for further analysis. the profile of the respondents in this research is exhibited precisely in table 1. according to table 1, over half of the participants in the survey were female (50.4%). in terms of their academic level, more than half were from the 2019 cohort (52.1%), with the remaining being from the 2020 cohort (49.6%). the majority of respondents had parents who were entrepreneurs (57.6%), while Figure 1. Research framework. Source: own elaboration based on Vejayaratnam etal. (2019), Hasan et al. (2017), Liñán and Chen (2009), Venkatesh and Bala (2008). Table 1. Descriptive statistics of participants. Characteristics % (N = 309) gender Female 50.4 (156) Male 49.6 (153) age statistics 19-22 years old 60.5 (187) 23-25 years old 39.5 (122) Min: 19 years old 9.4 (29) Max: 25 years old 21.4 (66) Mean 22.6 Median 23.0 sD 2.03 Year class 2019 52.1 (161) 2020 47.9 (148) Parents’ occupation entrepreneur 57.6 (178) teacher/Lecturer 16.1 (50) Farmers 15.8 (49) Civil servants 10.5 (32) subject Management 33.3 (103) economic education 33.6 (104) accounting 33.1 (102) cOgent BUsiness & management 7 only a small percentage had parents who were civil servants (10.5%). the table also shows that the most common major among respondents was economics education (33.6%), while accounting (33.1%) was the least common. 3.3 Measures we extracted the measurement items in this research from well-established studies. we adopted back-toback translation to ensure the comparability of original and translated items. the variables of the research were estimated on a five-point likert scale ranging from (1) “strongly disagree to (5) “strongly agree”. in detail, digital entrepreneurship education (Dee) was measured by nine items proposed by hasan et al. (2017) and Denanyoh etal. (2015), while perceived usefulness (pU) was calculated by adopting five items from Davis (1989) and chin (2009). later, the variable of perceived ease of use (peOU) was measured using five items from Davis (1989) and chin (2009). additionally, for the measures of the digital entrepreneurial self-efficacy variable (Dese), we adopted five items from Zhao et al. (2005). finally, digital entrepreneurial intention (Dei) was measured using eight items proposed by liñán and chen (2009) and vejayaratnam et al. (2019). 3.4 Data analysis structural equation modeling was employed to investigate the hypotheses proposed. more precisely, variance-based partial least squares structural equation modeling (pls-sem) was applied as its superiority in estimating mediation analysis with a large number of sample sizes (hair et al., 2017). additionally, pls-sem has more advantages from high efficiency in parameter estimation in comparison to covariance-based structural equation modeling (cB-sem). the procedure of analysis using pls-sem follows several stages, including outer model estimation, inner model evaluation, structural model, hypothesis analysis, and mediating testing. 4. Results and analysis 4.1 Outer model evaluation a series of pls-sem guidelines from hair et al. (2020) were applied to analyze the data. the first matter is to test the convergent validity of the variable. hair et al. (2013, 2020) provided a cut-off value of the loading factor that must be 0.70 and over, as a condition for the variable to accomplish convergent validity. as depicted in table 2, it can be remarked that of the nine items in the digital entrepreneurship education (Dee), five of them have a loading factor value (λ) between 0.833 and 0.852 (> 0.70), so they pass convergent validity. while the rest of the four items (Dee3, Dee6, Dee8, and Dee9) have to be removed since they have values lower than 0.70. furthermore, of the eight Dei variable items, three items need to be removed, considering the values are smaller than the threshold (<0.70). in the digital entrepreneurial self-efficacy (Dese) variable, all four proposed items pass because they are greater than the threshold (>0.70). in the perceived usefulness (pU) variable, out of four items, two items (pU2 and pU3) must be dropped because they are smaller than the threshold (<0.70). finally, on the perceived ease of use (peOU) variable, four items meet the threshold (> 0.70) so that it meets convergent validity. table 2 also informs that all models have been good according to the suggestion of hair et al. (2013, 2020), where cronbach’s alpha (α) is higher at 0.70, composite reliability (cr) is higher at 0.70, and average variance extracted (ave) is higher at 0.50. the next procedure that follows the trace of hair et al. (2013, 2020) is to assess the discriminant validity. hair et al. (2013, 2020) provided a cut-off value of cross-loading for each variable should higher or equal to 0.70, so that the variable meets discriminant validity. table 3 exhibits that the cross-loading value of the Dee, Dei, Dese, peOU, and pU variables > 0.70, so that all variables meet convergent validity. 14 a. wiBOwO et al. Muhammad Hakimi Mohd Shafiai is an associate professor of entrepreneurship, islamic economics, and islamic social finance at the faculty of economics and management, Universiti Kebangsaan malaysia, malaysia. his research interests include entrepreneurship, islamic economics, islamic microfinance, waqf, and islamic social finance. ORCID agus wibowo http://orcid.org/0000-0003-0051-1743 ari saptono http://orcid.org/0000-0002-4182-2284 Bagus shandy narmaditya http://orcid.org/0000-0002-4019-8723 saparuddin mukhtar http://orcid.org/0000-0003-4641-5052 suparno http://orcid.org/0000-0002-5518-0489 References abdullah, f., & ward, r. (2016). Developing a general extended technology acceptance model for e-learning (getamel) by analysing commonly used external factors. Computers in Human Behavior, 56, 1–16. https://doi. org/10.1016/j.chb.2015.11.036 abdullah, f., ward, r., & ahmed, e. (2016). investigating the influence of the most commonly used external variables of tam on students’ perceived ease of Use (peOU) and perceived Usefulness (pU) of e-portfolios. Computers in Human Behavior, 63, 75–90. https://doi.org/10.1016/j.chb.2016.05.014 ahmed, t., chandran, v. g. r., Klobas, J. e., liñán, f., & Kokkalis, p. 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