Pragmatic Adoption of Blended Project-Based Learning Among Indonesian Language Teachers: The Role of Motivation and Educational Environment

Abstract

This study investigated the pragmatic orientation of senior high school Indonesian language teachers in adopting blended project-based learning, with particular attention to the roles of motivation and the educational environment. The study examined the determinants of teachers’ adoption intention by extending the Technology Acceptance Model (TAM) through the inclusion of Blended Learning Motivation (BLM) and the Educational Environment (EE). A quantitative cross-sectional survey was conducted with 148 Indonesian-language teachers, and the data were analyzed using Structural Equation Modeling (SEM) in AMOS. The measurement model demonstrated strong construct validity and reliability, and the structural model exhibited satisfactory goodness-of-fit indices. The results revealed a notable divergence from classical TAM assumptions. Perceived Usefulness (PU) exerted a significant direct effect on Intention to Adopt (INT) but did not significantly influence Attitude (ATT). In contrast, attitude was primarily shaped by Perceived Ease of Use (PEU) and Blended Learning Motivation. Furthermore, the Educational Environment functioned as an indirect antecedent, significantly predicting motivation, while exerting no direct effect on adoption intention. These findings indicate a pattern of pragmatic adoption, in which teachers’ technology adoption decisions are driven primarily by professional utility and usability considerations rather than affective preferences. From a practical perspective, the findings suggest that policy interventions should prioritize technical simplicity to foster positive attitudes and strengthen infrastructural and institutional support to sustain teachers’ motivation to adopt blended, project-based learning.