A Hybrid TAM-Fuzzy MCDM Framework for Digital Wallet Adoption: Evidence from GoPay Users

Authors

DOI:

https://doi.org/10.29408/edumatic.v10i2.35762

Keywords:

digital wallet adoption, fintech security, fuzzy decision-making, hybrid tam-mcdm, user preferences

Abstract

Digital wallets have become a key component of modern financial systems amid the shift toward cashless societies. Understanding adoption requires the consideration of both user perceptions and technological factors, particularly cybersecurity concerns. This study investigates the factors affecting digital wallet adoption by integrating the Technology Acceptance Model (TAM) with the Fuzzy Analytical Hierarchy Process (Fuzzy AHP) to evaluate user behavior and prioritize critical system features. A cross-sectional survey was conducted involving 130 active GoPay users selected through purposive sampling. Multiple linear regression analysis was applied to examine the effects of perceived usefulness and perceived risk on adoption intention, while Fuzzy AHP was utilized to identify the most important evaluation criteria. The findings indicate that perceived usefulness has a significantly positive impact on adoption intention, whereas perceived risk represents a significant barrier to digital wallet acceptance. Together, these factors explain more than 26% of the variance in user adoption behavior. Additionally, the prioritization results reveal that data security and transaction efficiency are considered the most important factors surpassing promotional incentives. This study contributes to digital finance research by linking behavioral acceptance theory with systematic decision-making analysis. These findings highlight the importance of strengthening cybersecurity and operational efficiency to promote sustainable digital wallet adoption.

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Published

2026-08-25

How to Cite

Lumuru, H. A. M., & Ariatmanto, D. (2026). A Hybrid TAM-Fuzzy MCDM Framework for Digital Wallet Adoption: Evidence from GoPay Users . Edumatic: Jurnal Pendidikan Informatika, 10(2), 410–419. https://doi.org/10.29408/edumatic.v10i2.35762