Analisis Faktor Kritis Kesiapan E-Learning Pendorong Performa Belajar Ekonomi Siswa SMA IPS Selama Pandemi Covid-19

Analysis of E-Learning Readiness Critical Factors that Promote High School Students' Economics Learning Performance on IPS (Social Sciences) Class During the Covid-19 Pandemic

Penelitian ini bertujuan untuk mengetahui pengaruh faktor kesiapan e-learning, meliputi self-competency, perceived usefulness, self-directed learning, motivation, dan financial terhadap performa belajar ekonomi siswa SMA IPS. Penelitian ini merupakan penelitian kuantitatif. Sebanyak 177 siswa terlibat dalam penelitian ini. Pengumpulan data dilakukan melalui kuesioner dan dokumentasi. Analisis regresi digunakan untuk melakukan analisis data. Hasil penelitian menunjukkan bahwa empat faktor kesiapan e-learning yakni self-competency, perceived usefulness, self-directed learning, dan financial secara parsial berpengaruh signifikan terhadap performa belajar ekonomi siswa (nilai ujian). Self-directed learning muncul sebagai faktor terkuat pendorong per-forma belajar ekonomi siswa (nilai ujian), dan kemudian secara berurutan diikuti oleh faktor self-competency, financial, dan perceived usefulness. Faktor lainnya yakni motivation secara parsial tidak berpengaruh terhadap performa belajar ekonomi siswa (nilai tugas dan ujian). Sedangkan, secara simultan seluruh faktor kesiapan e-learning berpengaruh terhadap performa belajar ekonomi siswa (nilai tugas dan ujian).

This study aims to determine the effect of e-learning readiness factors, including self-competency, perceived usefulness, self-directed learning, motivation, and financial on the economic learning performance of high school students in IPS (Social Sciences) class. This study used a quantitative approach. A total of 177 students were involved in this study. The data were collected through questionnaires and documentation. Regression analysis was used to analyze the data. The results of the study showed that four factors of e-learning readiness, namely self-competency, perceived usefulness, self-directed learning, and financial partially had a significant effect on students' economic learning performance (exam scores). Self-directed learning emerged as the strongest factor for driving students' economic learning performance (exam scores), and sequentially followed by self-competency, financial, and perceived usefulness factors. Another factor, namely motivation partially has no effect on students' economic learning performance (assignment and exam scores). Meanwhile, simultaneously all e-learning readiness factors have an effect on students' economic learning performance (assignment and exam scores).