PENGARUH STUDENT ACCEPTANCE OF E-LEARNING TERHADAP TECHNOLOGY ACCEPTANCE MODEL: EXPLANATORY FACTOR ANALYSIS MENGGUNAKAN SEM-GSCA

THE EFFECT OF STUDENT ACCEPTANCE OF E-LEARNING ON THE TECHNOLOGY ACCEPTANCE MODEL: EXPLANATORY FACTOR ANALYSIS USING SEM-GSCA

Penelitian ini bertujuan untuk menganalisis pengaruh faktor individual penerimaan teknologi siswa terhadap kerangka model TAM dalam konteks penggunaan LMS di lingkungan pembelajaran SMK. Penelitian ini berfokus mengungkapkan faktor computer self-efficacy, subjective norm, perceived enjoyment, perceived accessibility, dan perceived playfulness yang dapat memengaruhi perilaku siswa untuk mengadopsi LMS. Populasi penelitian berasal dari siswa SMK di Surabaya yang telah menerapkan platform LMS dalam kegiatan pembelajaran siswa di kelas dengan jumlah sampel sebesar 252 dari total populasi 681 siswa yang ditentukan berdasarkan perhitungan rumus Slovin menggunakan taraf signifikansi 0,05. Desain penelitian menggunakan metode eksplanatori yang dianalisis secara kuantitatif. Proses pengambilan data penelitian melalui penyebaran kuesioner secara online menggunakan Google Form dengan pengukuran item menggunakan skala Likert dan dianalisis dengan teknik SEM-GSCA melalui perangkat lunak GSCA Pro. Hasil penelitian ini menyoroti peran penting perceived accessibility dan perceived playfulness dalam meningkatkan minat adopsi siswa terhadap LMS. Implikasi penelitian bagi siswa, guru, sekolah, dan stakeholder pendidikan untuk fokus meningkatkan kemudahan aksesibilitas sistem LMS dan mengintegrasikannya pada proses pembelajaran sehingga lebih interaktif dan menyenangkan, yang kemudian akan meningkatkan optimalisasi penggunaan LMS bagi siswa.

Kata kunci: Learning Management System, Sekolah Menengah Kejuruan, SEM-GSCA, Technology Acceptance Model

This study aims to analyze the influence of individual factors on students’ technology acceptance within the TAM framework in the context of using LMS in vocational high school learning environments. The research focuses on examining the factors of computer self-efficacy, subjective norm, perceived enjoyment, perceived accessibility, and perceived playfulness that may affect students’ behavior in adopting LMS. The study population consisted of vocational high school students in Surabaya who had implemented LMS platforms in classroom learning activities, with a sample size of 252 students out of a total population of 681, determined using the Slovin formula with a significance level of 0.05. The research design employed an explanatory method analyzed quantitatively. Data collection was conducted through online questionnaires distributed via Google Forms, with measurement items using a Likert scale and analyzed using SEM-GSCA through GSCA Pro software. The findings highlight the crucial role of perceived accessibility and perceived playfulness in increasing students’ adoption interest toward LMS. The implications of this study for students, teachers, schools, and education stakeholders are to focus on enhancing the accessibility of LMS systems and integrating them into the learning process to make it more interactive and engaging, which in turn will optimize LMS utilization among students.

Keywords: Learning Management System, Vocational School, SEM-GSCA, Technology Acceptance Model