ATTITUDE TOWARDS TECHNOLOGY FOR PRE-SERVICE SCIENCE TEACHERS IN INDONESIA: AN EXPLORATORY FACTOR ANALYSIS

Technological knowledge and skill are crucial for teachers and pre-service teachers because they have a direct effect on performance, learning quality, and wider world access. Many studies showed that the ability of a teacher in technology-integrated pedagogy is influenced by their attitude towards technology. The aim of this study was to use exploratory factor analysis in examining the structural factors, the preference level and the interrelationship among components of attitude towards technology. Data was collected from 150 pre-service science teachers in Lampung University by using traditional survey method. Additionally, variance, mean values comparison, and Cronbach Alpha coefficients were analyzed in explaining the contributions of items and factors to the overall attitude towards technology. Pearson correlation analysis was also conducted to find out the relationship among components. The results confirmed the validity of instrument with loading factors ranging from 0.427–0.882. In addition, the total Cronbach Alpha coefficient was 0.810 which informed a high internal consistency of instrument with five components of technological attitude account for 77.82% of variance. Specifically, the perceived consequence of technology is identified as a dominant attitudinal preference of preservice science teachers in Indonesia, followed by career aspirations and gender difference. Pearson productmoment analysis revealed a significant correlation among components of attitude towards technology.