View of Study Of Student Satisfaction And Acceptance In Batam City For Post-Pandemic Online Learning

Jurnal Teknik Informatika dan Sistem Informasi ISSN 2407-4322

Vol. 10, No. 2, Juni 2023, Hal. 429-439 E- ISSN 2503-2933 429

Study Of Student Satisfaction And Acceptance In Batam City For Post-Pandemic Online Learning

Jefry Tan*¹, El Vin Ho², Ivan Hendardi³, Micheal⁴, Jacky⁵

1,2,3,4,5Universitas Internasional Batam; Baloi-Sei Ladi, Jl. Gajah Mada, Tiban Indah, Kec.

Sekupang, Kota Batam, Kepulauan Riau 29426, (0778) 7437111

1,2,3,4,5Jurusan Sistem Informasi, UIB, Batam

e-mail: *¹2031122.jefry@uib.edu, ²2031103.el@uib.edu , ³2031149.ivan@uib.edu ,

42031136.micheal@uib.edu , ⁵2031135.jacky@uib.edu

Abstrak

Di masa pandemi, institusi pendidikan telah menerapkan metode pembelajaran online sebagai solusi pembelajaran darurat selama situasi terpaksa. Pembelajaran online mempengaruhi keterikatan, kepuasan, dan persepsi terhadap siswa. Oleh karena itu, untuk lebih memahami bagaimana Perceived ease of use, Perceived usefulness, Satisfaction dan Acceptance intention mempengaruhi siswa yang mengikuti pembelajaran online selama pandemi, kami melakukan penelitian ini menggunakan survei online (N = 390) di antara siswa pembelajaran online. Kami menemukan bahwa siswa puas dengan pembelajaran online setiap kali layanan ini mudah dan lebih bermanfaat saat digunakan. Kami juga mengidentifikasi setiap pengalaman positif dari pembelajaran online sehingga mendorong peningkatan. Kami juga mengidentifikasi bahwa setiap pengalaman positif yang diperoleh dalam pembelajaran online dapat meningkatkan niat untuk menggunakannya kembali. Studi ini akan membantu para mahasiswa/i untuk mengidentifikasi hal-hal yang dapat meningkatkan kepuasan dan niat penerimaan mahasiswa/i selama pasca pandemi Covid-19.

Kata kunci: Online, Kepuasan, Kegunaan, Penerimaan, Pendidikan

Abstract

During the pandemic, education institutions have applied online learning methods as emergency learning solutions during duress situations. Online learning affects the engagement, satisfaction, and perception of students. Because of that, to understand better how Perceived ease of use, Perceived usefulness, Satisfaction, and Acceptance intention affects students that participate in online learning during the pandemic, we conducted this research using an online survey (N = 390) among online learning students. We found that students are satisfied with online learning whenever the service is easy and more useful when used. We also identified every positive experience from online learning, therefore, encouraging enhancement. We also identified that every positive experience gained in online learning can increase the intention to use it again. This study will help students identify things that can increase student satisfaction and acceptance intentions during the post-Covid-19 pandemic.

Key Words: Online, Satisfaction, Usefulness, Acceptance, Education

1. INTRODUCTION

Online learning is a learning method that gives rise to a variety of learning interaction options using an internet network that has the ability, flexibility, connectivity, and accessibility,

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[1]. Online learning also helps students in facilitating social interaction by using digital media in the form of writing so that the involvement between students and others in a medium can be used anytime and anywhere. Easy activities such as assignment collection, and learning locations become flexible for students and lecturers. So it is not limited to one location only [2].

At this time the world is jointly facing a virus called COVID-19 which began in 2019, because of the virus, almost all human activities are hampered ranging from job losses, to bankrupt businesses and the worst is that education which is very important for humans is also hampered in carrying out the process. But in modern times, technology has developed a lot to make it easier for humans in various fields, especially the field of education. Rapidly evolving technology allows the educational process to be carried out online without having to meet in reality [3]. As a result of COVID-19, the method of education that has been carried out face-to- face has changed to the online education process. Due to the rapid spread of COVID-19, changes in education occurred suddenly. The use of online learning has been applied to many universities in their teaching and learning processes, one of which is the application of online learning at the State University of Malang [4]. This online learning has become an important part especially during this pandemic and has a great impact on students who are outside the reach of the university location. With this online learning, it certainly makes it easier for students to access material anywhere [5]. On the other hand, the existence of online learning can also save the time required by students to get to the university location. In addition to time, it can also save costs that can be used for other purposes such as vehicle costs, but of course, this online learning has its downsides due to rapid changes [6].

Most college students prefer online learning. Students in general are also satisfied with the design philosophy of online learning. The most concerned things in the policy are learning design models, student support and counseling, and learning analysis [7]. In online learning, the perceived simplicity of application causes perceived usability, and perceived usability affects attitudes. Therefore indirectly ease of use affects attitudes [8]. Interaction between students and lecturers is also something that can affect student involvement. So that student involvement can have an impact on student satisfaction [9]. Online learning can be done with active learning methods, to increase motivation, engagement, and learning in traditional classrooms. Integrating these elements into online learning will improve the student experience [10].

Most college students prefer online learning. Students in general are also satisfied with the design philosophy of online learning. The most concerned things in the policy are learning design models, student support and counseling, and learning analysis [7]. In online learning, the perceived simplicity of application causes perceived usability, and perceived usability affects attitudes. Therefore indirectly ease of use affects attitudes [8]. Interaction between students and lecturers is also something that can affect student involvement. So that student involvement can have an impact on student satisfaction [9]. Online learning can be done with active learning methods, to increase motivation, engagement, and learning in traditional classrooms. Integrating these elements into online learning will improve the student experience [10].

Based on this phenomenon, it can be concluded that COVID-19 affects the involvement, satisfaction, and perception of students in Batam towards the learning environment held online. Therefore, this research intends to (1) understand the usefulness felt by students towards the online learning environment (2) know student satisfaction while participating in the online learning environment and (3) know student acceptance of the online learning environment. This research is limited to students in Batam and is carried out with quantitative methods with the aim of determining student involvement, satisfaction, and perceptions of the online learning environment.

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2. LITERATURE REVIEW

This research was conducted based on the results of the study [11]. Their research focuses on acceptance of online learning. The purpose of this study is specifically to measure the level of acceptance of online learning. The study was conducted using quantitative methods using surveys and data collection from 313 respondents who took online classes. The results of the study showed that the perception of ease of use of online classes showed a positive effect on the perception of usability, the perception of ease of use and usability of online classes showed a positive effect on educational satisfaction, and the perceived perception of usability and satisfaction showed a positive effect on the intention of acceptance of online education.

Other studies were conducted based on the results of the study [12]. This research focuses on perceived learning outcomes and student satisfaction with the online learning environment. The purpose of this study is to examine the determinants of producing perceptions of student learning outcomes and their effect on student satisfaction. The study was conducted using the method of surveying and collecting data from 100 respondents. The results of this research show that online learning can increase student motivation and satisfaction levels and reduce the number of online course dropouts.

Other studies were conducted based on the results of the study [13]. Her research focuses on students' perspectives on the adaptation, use, and acceptance of online learning. The purpose of this research is to show that self-efficacy, attitudes, motivation, and the use of technology play an important role in the academic performance of students. The research was carried out using a combination method (quantitative and qualitative) with questionnaires and data collection from 270 respondents. The results of this research show that the increasing use of technology online.

This research is research that focuses on the influence of online learning on student admissions and satisfaction in Batam City. The idea of the effect of online learning on acceptance and satisfaction is in accordance with research [11], [12], and [13]. The use of quantitative methods and surveys and analysis using the SEM method in accordance with the research [12]. Application to students in accordance with research [11] and [13].

3. METHODOLOGY

The population in this study includes students in Batam, especially at Batam International University, Putera Batam University, Batam State Polytechnic, and Universal University. The research was conducted through a quantitative approach by utilizing the Technology Acceptance Model (TAM) research model. The model has been used in research [11]. The model has an independent variable that is Perceived ease of use. The dependent variables on the model are Perceived usefulness, Satisfaction, and Acceptance intention.

Figure 1 shows the model to be used.

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Figure 1. Research Model The hypotheses of the study are as follows:

H1: Perceived ease of use affects perceived usefulness towards students in Batam city in online learning.

H2: Perceived ease of use affects satisfaction towards students in Batam city in online learning.

H3: Perceived usefulness affects satisfaction towards students in Batam city in online learning.

H4: Perceived ease of use affects acceptance intention towards students in Batam city in online learning.

H5: Perceived usefulness affects acceptance intention towards students in Batam city in online learning.

H6: Satisfaction affects acceptance intention towards students in Batam city in online learning.

Operational Definitions The variables used to develop this research instrument are shown in Table 1.

Table 1. Variable Operational Definition Indicators Table

Variable Indicator

Perceived ease of use

1. If I use online classes, I will be able to obtain educational information efficiently

2. If I use online classes, I will obtain useful educational information and interesting information

3. Education obtained through online classes will be very useful

4. I will be able to improve my educational outcomes through online classes Perceived

usefulness

1. I will be able to clearly understand how to use this online class 2. I will be able to use this online class skillfully

3. Learning how to use online classes will be easy 4. Online classes will be easy to use

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Satisfaction 1. I am satisfied with choosing this online class 2. I am satisfied with using this online class 3. I am satisfied with this online class 4. I agree with the cost of this online class Acceptance

intention

1. I intend to accept this online class in the future 2. I will use online classes in the future

3. I will talk positively about online classes to others in the future 4. I would recommend using online classes to others in the future replay

This research uses SPSS units’ analysis using SEM (Structural Equation Modelling) analysis.

The SEM method is a unification of two powerful statistical schemes: investigative factor analysis and structural path analysis, which allows simultaneous assessment of the measurement model and the structural model [14]. In addition, the variants described in dependent variables are greater using SEM than multiple regressions because they take into account the direct and indirect effects [14]. The application of the SEM method uses SPSS and AMOS applications.

This research is about the influence of online learning on each student in the factors of Perceived ease of use, Perceived usefulness, Satisfaction, and Acceptance intention.

4. RESULT AND DISCUSSION

4.1. Result

Based on the results of the questionnaire collection, the authors obtained 390 respondents. Of the 390 samples, the samples eligible for testing amounted to 390 samples which means all the samples received could be tested. The questionnaire was given to understand how influential E-Learning is on student admissions and satisfaction in Batam city where various questions have been provided in the following table.

Table 2. Characteristics Table

Item Options Frequency Percentage (%)

Universitas UIB (Universitas Internasional

Batam) 327 83.8%

UPB (Universitas Putera

Batam) 44 11.3%

Politeknik Negeri Batam 12 3.1%

Universitas Universal 7 1.8%

Currently or having attended online learning

Yes 390 100%

No 0 0%

Table 2 shows that the questionnaire was filled by 327 students from Universitas Internasional Batam (UIB), of which 390 total samples were obtained with a percentage of 83.8% of the sample, 44 total samples with a percentage of 11.3% from UPB, 12 total samples with a

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percentage of 3.1% from the Batam State Polytechnic, and 7 total samples with a percentage of 1.8% from Universal University. Then it showed that all the samples obtained were respondents who were or had participated in online learning totaling 390 samples with a percentage of 100%. The mean and Standard Deviation in each variable are estimated as presented in Table 3.

Table 3. Data Measurement Table

Variable Code Average SD Cronbach’s

Alpha

Perceived ease of use

PEU01

3.76 1.30 .956

PEU02 PEU03 PEU04

Perceived usefulness

PU01

3.65 1.30 .933

PU02 PU03 PU04

Satisfaction

S01

3.74 1.33 .952

S02 S03 S04

Acceptance intention

AI01

3.61 1.31 .924

AI02 AI03 AI04

Reliability in the data has been estimated and the value of Cronbach Alpha in each variable is higher than that of 0.7, which proves that the variable is declared to have been valid. The results of the regression point to the hypothesis as shown in Table 4. In the table, the P value of the Perceived ease of use and Perceived usefulness variables is ***, so the Perceived ease of use variables significantly affect perceived usefulness. The perceived ease of use and satisfaction variables with the value of ***, so that perceived ease of use significantly affects the satisfaction. The variables Perceived usefulness and Satisfaction are valued ***, so Perceived usefulness significantly affects satisfaction. The perceived ease of use and Acceptance intention variables with a value of P .003 < 0.5, so that perceived ease of use does not affect acceptance intention. The P value of Perceived usefulness and Acceptance intention is 0.227 < 0.5, so Perceived usefulness does not affect Acceptance intention. Then, in the variables of Satisfaction and Acceptance intention with a P value of ***, so that Satisfaction significantly affects the Acceptance intention.

Table 4. Hypothesis Results Table Hypothesis Independent

Variable

Dependent

Variable β CR P Remarks

H1 Perceived ease of use

Perceived

usefulness .953 26.22 *** Accepted H2 Perceived ease

of use Satisfaction .545 6.64 *** Accepted

H3 Perceived

usefulness Satisfaction .445 5.44 *** Accepted

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H4 Perceived ease

of use

Acceptance

intention -.112 -1.20 .003 Not Accepted

H5 Perceived

usefulness

Acceptance

intention .270 3.00 .227 Not Accepted H6 Satisfaction Acceptance

intention .846 7.20 *** Accepted The research model in Figure 2 is a model created using the AMOS application. The model has 1 dependent variable, namely Perceived ease of use (PEU). Then in the model there are 3 dependent variables, namely Perceived usefulness (PU), Satisfaction (S), and Acceptance Intention (AI).

Figure 2. Research Model 4.2. Discussion

The purpose of the study was to analyze satisfaction with each student and acceptance of online learning using TAM (Technology Acceptance Model). The results of this study prove that online learning can increase the ease of use and satisfaction of students in online learning and can reduce the number of students who drop out of lectures. However, the results of the study did not have a positive impact on Acceptance intention. On the other hand, Perceived usefulness has a statistically positive impact on Satisfaction, and Satisfaction has a statistically positive impact on Acceptance Intention. The research will be discussed at the bottom.

First, the results of the study prove that Perceived ease of use can have a positive impact on Perceived usefulness. This section represents the basic relationship proposed by TAM. Previous research using TAM [15] proved that Perceived ease of use has a positive impact on Perceived usefulness, this is also proven in this study. Another study in the form of [16] proved that Perceived ease of use is a significant predictor of Perceived usefulness. [17] it is also proven that Perceived ease of use is strongly influenced by Perceived usefulness. These results show that online learning can be improved by creating an online learning service that is easy to use.

Second, the results of the study prove that Perceived ease of use and Perceived usefulness have a positive impact on Satisfaction. The higher the level of Perceived ease of use and Perceived usefulness, the higher the level of Satisfaction. Previous research has also proven

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that Perceived ease of use and Perceived usefulness have a positive impact on Satisfaction to every user of a mobile website. For example, research [18] proved that Perceived ease of use can provide a positive bond to Perceived usefulness and Satisfaction. Other researchers [2] also found that Satisfaction, Perceived usefulness, and Perceived ease of use with MOOCs in the use of their systems can lead to an increase in learner behavior towards the MOOC system and learners' intention to use MOOCs as their learning medium. These results show that when students find a new platform that provides educational services. If the service is easier to use and useful, then the higher the satisfaction with students.

Third, for Perceived ease of use does not have a positive effect on Acceptance intention.

These results show that students do not use online education services simply because they are easy to use; instead, they use it when they find it useful. For example, the content of online learning is more difficult for students to understand, and this will often be a counter-repulsion of admission intentions from students. Therefore, in addition to providing convenient and easy-to- use online education services [19], universities must also ensure that students find such services not only useful but must also ensure students understand online learning content and can encourage ongoing acceptance intentions.

Fourth, the results of the study prove that Perceived usefulness does not have a positive impact on Acceptance intention. It is known that not all students respond to admission intentions positively because the majority of students have reached a saturation point in online learning, and resulting in learning becoming less effective and difficult to focus on the learning material [20].

Fifth, the results of the study prove that Satisfaction has a positive impact on Acceptance intention. The results of the study show that positive experiences of use in online learning can increase intentions in reusing it. Research [21] shows that Satisfaction positively affects Acceptance Intention. Therefore, researchers found that Satisfaction can generate high Acceptance intention and suggested that increasing Satisfaction can increase Acceptance intention.

In its summary, regarding Perceived ease of use and Perceived usefulness to the online classroom learning process. It is necessary in providing learning media that is easy to use and, in the learning, process can increase usability, which can positively affect Satisfaction and Acceptance intention. The results of the analysis also show that the findings can form a synthesis, where institutes or industries can be used in the online education process. For example, students invented a new online learning platform, with the provision of excellent services, a platform that is easy to use and understand.

In other words, a positive experience on online learning will increase student satisfaction and result in acceptance intentions on online learning. Therefore, every university also needs to continue to provide good education and training to help students consider online learning useful in this post-pandemic period, every student must also start to get used to hybrid learning methods both online and offline, so that it can have a positive influence on Satisfaction and Acceptance intention.

5. CONCLUSION

This study aims to analyze educational satisfaction and acceptance intentions in adolescents in Batam City in the online learning process in this post-pandemic period. This study is quantitative research with TAM (Technology Acceptance Model) as the method. The analysis was implemented using SPSS and AMOS with SEM analysis. The model in the study

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has independent and dependent variables. The independent variables are Perceived ease of use, and the dependent variables are Perceived usefulness, Satisfaction, and Acceptance intention.

The results of this study prove that the perceived ease of use variable can have a statistical influence on Perceived usefulness, meaning that the quality of online education can be improved by providing easy-to-use online learning services. After that, Perceived ease of use and Perceived usefulness have a statistical influence on Satisfaction, meaning that if an online learning platform is easier and more useful when used, the higher the satisfaction in use. Then Satisfaction affects statistically the Acceptance intention, meaning that the existence of a positive use experience in the online learning process can increase the intention in using it again. The results of our research prove that the online learning process greatly affects satisfaction in education and acceptance intentions in adolescents in Batam City.

Based on the results of the conclusion, industries or universities that provide online learning platforms must always pay attention to quality, service, and user satisfaction. And not only in terms of the platform as well but also the supervisor must ensure that learning is more effective, not boring for students and students can understand the learning content. One of the recommendations is to make sure students are familiar with the online system before starting each course. Staff with expertise in online platforms can prepare tutorials that include introductory lessons that will showcase students with the capabilities needed to navigate the online learning platform. In addition, introductory lessons can be launched as part of the orientation.

Hybrid learning is likely to continue to be adopted in the post-pandemic period. The transition between online and offline learning should go smoothly to ensure that students can adapt to unforeseen circumstances, where one day offline lessons are transitioned to online lessons abruptly.

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