Articles
DOI DOI: 10.62441/actainnovations.v63i.1125

MANAGING RESISTANCE TO SUSTAINABLE FINANCIAL LITERACY INNOVATION: A QUALITATIVE STUDY OF TEACHERS’ RESPONSES TO INTERNET OF THINGS-BASED GAMIFICATION

Ayatulloh Michael Musyaffi1, Terrylina Arvinta Monoarfa2, Christian Wiradendi Wolor2, Ade Dwi Utami 3, Muhammad Ikhwan 3, Hera Khairunnisa 3, Septi Nurmalita2
  1. 1 Faculty of Economics, Universitas Negeri Jakarta, Jl. Rawa Mangun Muka Raya No.11, East Jakarta City, Indonesia.
  2. 2 Faculty of Economics, Universitas Negeri Jakarta, Jl. Rawa Mangun Muka Raya No.11, East Jakarta City, Indonesia.
  3. 3 Faculty of Economics, Universitas Negeri Jakarta, Jl. Rawa Mangun Muka Raya No.11, East Jakarta City, Indonesia.

Abstract

The use of technology-based innovations in interactive and sustainable learning is increasing. However, in practice, such learning is often contradicted by teachers and impacts classroom learning. This study aims to determine teacher resistance to the use of Internet of Things (IoT)-based financial literacy innovations through gamification media in early childhood education. This study uses the Innovation Resistance Theory (IRT) approach to analyze teachers' interpretations of AI-based gamification media, the obstacles that cause resistance, and their acceptance of IoT technology. This study uses a qualitative, interpretive approach by collecting data from interviews and focus group discussions with seven early childhood education teachers in Indonesia after participants were introduced to and tried AI gamification media. The data were then analyzed thematically to produce conclusions. The results of this study indicate that teacher resistance is multidimensional and influenced by five main barriers: tradition barrier, value barrier, risk barrier, usage barrier, and image barrier. Teachers still rely on conventional concrete media, carefully assess the pedagogical benefits of innovation, and face limitations in facilities, internet access, funding, and technical capabilities. However, resistance is not absolute. Resistance can shift toward acceptance when training, technical support, pedagogical fit, and benefits are readily available in learning practices. These findings underscore the importance of teacher readiness, contextual fit, and institutional support for the success of IoT-based educational innovations.

How to Cite

Musyaffi, A. M., Monoarfa, T. A., Wolor, C. W., Utami , A. D., Ikhwan , M., Khairunnisa , H., & Nurmalita, S. (2026). MANAGING RESISTANCE TO SUSTAINABLE FINANCIAL LITERACY INNOVATION: A QUALITATIVE STUDY OF TEACHERS’ RESPONSES TO INTERNET OF THINGS-BASED GAMIFICATION. ACTA INNOVATIONS, 63, 550–567. https://doi.org/10.62441/actainnovations.v63i.1125
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