PENGARUH PERCEIVED USEFULNESS DAN PERCEIVED EASE OF USE PADA PENGGUNAAN GOOGLE CLASSROOM TERHADAP MOTIVASI BELAJAR

THE EFFECT OF PERCEIVED USEFULNESS AND PERCEIVED EASE OF USE ON THE GOOGLE CLASSROOM AGAINST LEARNING MOTIVATION

Penelitian ini memiliki tujuan agar diketahui: (1) pengaruh Perceived Usefulness pada pemakaian Google Classroom pada motivasi belajar, (2) pengaruh Perceived Ease of Use pada pemakaian Google Classroom pada motivasi belajar, (3) pengaruh Perceived Usefulness serta Perceived Ease of Use pada pemakaian Google Classroom pada motivasi belajar. Pada penelitian ini terdapat beberapa konstruk antara lain Perceived Usefulness (X1) Perceived Ease of Use (X2) Motivasi Belajar (Y). Metode pengumpulan data menggunakan kuesioner penelitian. Analisis data memakai program SPSS 25 dengan responden 75 mahasiswa Pendidikan Administrasi Perkantoran angkatan 2017 Fakultas Ekonomi, Universitas Negeri Surabaya. Penelitian ini akan dilakukan dengan metode kuantitatif memakai analisis regresi linier berganda. Hasilnya menyatakan terdapat pengaruh yang signifikan Perceived Usefulness pada motivasi belajar. Hal tersebut ditinjau berdasarkan hasil uji T di X1 bernilai signifikan (X1) 0,001 < 0,05, artinya H1 diterima. Perceived Ease of Use mempunyai pengaruh terhadap motivasi belajar yang signifikan. Hal tersebut ditinjau berdasarkan hasil uji T di X2 bernilai signifikan 0,003 < 0,05 sehingga H2 diterima. Pengaruh Perceived Usefulness serta Perceived Ease of Use pada motivasi belajar memiliki persentase 51,3%. Sedangkan variabel lain yang memengaruhi dan tidak diteliti pada penelitian ini yaitu sebesar 48,7%. Artinya jika responden merasakan manfaat serta kemudahan Google Classroom, responden akan memiliki niat untuk menggunakan Google Classroom.

Kata Kunci : Technology Acceptance Model, Perceived Usefulness, Perceived Ease of Use, Google Classroom, motivasi belajar

This study aims to determine: (1) the effect of Perceived Usefulness on the use of Google Classroom on learning motivation, (2) the effect of Perceived Ease of Use on the use of Google Classroom on learning motivation, (3) the effect of Perceived Usefulness and Perceived Ease of Use on the use of Google Classroom on learning motivation. This research consists of several constructs, namely Perceived Usefulness (X1), Perceived Ease of Use (X2) Learning Motivation (Y). The data collection method used was a research questionnaire whose data were analyzed using the SPSS 25 program with 75 respondents from Class 2017 Office Administration Education students, Faculty of Economics, Surabaya State University. This research will be conducted with quantitative methods using multiple linear regression analysis. The results of this study indicate that there is a significant effect of Perceived Usefulness on learning motivation. It can see from the T-test results on X1, which is significant (X1) 0.001 <0.05, so that H1 is accepted. Perceived Ease of Use has a considerable influence on learning motivation. It can be seen from the T-test results on X2 with a significant value of 0.003 <0.05 so that H2 is accepted. The influence of Perceived Usefulness and Perceived Ease of Use on learning motivation has a percentage of 51.3%. Meanwhile, other variables that influence and are examined yet in this study amounted to 48.7%. It shows that if the respondent feels that Google Classroom is valuable and easy to use, the respondent will use Google Classroom.

Keywords : Technology Acceptance Model, Perceived Usefulness, Perceived Ease of Use, Google Classroom, learning motivation