EFEKTIFITAS PENGGUNAAN E-LEARNING DI SEKOLAH DASAR  DENGAN MODEL TECHNOLOGY ACCEPTANCE (TAM)

Denada Ragil Adimas

doi:10.35672/afeksi.v4i5.168

EFEKTIFITAS PENGGUNAAN E-LEARNING DI SEKOLAH DASAR DENGAN MODEL TECHNOLOGY ACCEPTANCE (TAM)

Denada Ragil Adimas

Abstract

Pandemi COVID-19 sangat mempengaruhi efektivitas dan kualitas dalam belajar siswa, sebagai contoh di sekolah-sekolah, khususnya di sekolah dasar para guru menggunakan E-Learning platform untuk menggantikan pembelajaran tatap muka. Studi ini bertujuan untuk mengevaluasi platform E-Learning Google Classroom sebagai media pembelajaran selama COVID-19. Studi ini menjaring 100 siswa kelas 1 hingga kelas 6 sekolah dasar Al Azhar Solo Baru, para siswa diberikan butir-butir pertanyaan melalui Google Form terkait penggunaan aktivitas mereka dalam belajar online menggunakan platform Google Classroom. Technology Acceptance Model (TAM) adalah framework utama paper ini untuk dianalisis, model ini terdiri dari 5 indikator : Blended E-Learning System Self-Efficacy, Perceived Usefulness, Perceived Ease of Use, Intention to Use, Perceived Satisfaction. Software yang digunakan yaitu SMART PLS 3.0. Secara keseluruhan model yang diusulkan telah berhasil menjelaskan faktor-faktor para siswa sekolah dasar dalam manfaat yang didapat dalam menggunakan E-Learning selama pandemi COVID-19 di Indonesia.

Keywords

Covid-19, TAM, E-learning

Full Text:

PDF

References

S. Pokhrel and R. Chhetri, “A Literature Review on Impact of COVID-19 Pandemic on Teaching and Learning,” High. Educ. Futur., vol. 8, no. 1, pp. 133–141, 2021, doi: 10.1177/2347631120983481.

N. A. Mohd Zulkefli, “Evaluating e-Learning Google Classroom tools for Computer Science Subjects during COVID-19 Pandemic,” Int. J. Adv. Trends Comput. Sci. Eng., vol. 9, no. 4, p. 6251-6258, 2020, doi: 10.30534/ijatcse/2020/304942020.

A. Gupta and P. Pathania, “To study the impact of Google Classroom as a platform of learning and collaboration at the teacher education level,” Educ. Inf. Technol., vol. 26, no. 1, pp. 843–857, 2021, doi: 10.1007/s10639-020-10294-1.

A. Rosyada and H. Sundari, “Learning from home environment: Academic writing course for efl undergraduates through google classroom application,” Stud. English Lang. Educ., vol. 8, no. 2, pp. 710–725, 2021, doi: 10.24815/siele.v8i2.18374.

N. W. Sadiyani, “Google form implementation on general English assignment in polytechnic education,” Int. J. Linguist. Lit. Cult., vol. 8, no. 3, pp. 93–103, 2022, doi: 10.21744/ijllc.v8n3.2083.

S. HR, H. K, and E. Elli, “The Application of Learning Model (Google and Google Form) Based Android toward Students’ Activities and Research Methodology Learning Outcomes,” J. Innov. Educ. Cult. Res., vol. 3, no. 3, pp. 294–300, 2022, doi: 10.46843/jiecr.v3i3.95.

Y. Hadianti, B. Musthafa, and U. S. Fuadah, “Learning from Home Activity Using Google Form Application toward Online Learning Assessment in Elementary School,” Int. Conf. Elem. Educ., vol. 3, no. 1, pp. 606–610, 2021.

M. Mailizar, D. Burg, and S. Maulina, “Examining university students’ behavioural intention to use e-learning during the COVID-19 pandemic: An extended TAM model,” Educ. Inf. Technol., vol. 26, no. 6, pp. 7057–7077, 2021, doi: 10.1007/s10639-021-10557-5.

H. A. Alfadda and H. S. Mahdi, “Measuring Students’ Use of Zoom Application in Language Course Based on the Technology Acceptance Model (TAM),” J. Psycholinguist. Res., vol. 50, no. 4, pp. 883–900, 2021, doi: 10.1007/s10936-020-09752-1.

Wu, J.-H., Tennyson, R. D., & Hsia, T.-L. (2010). A study of student satisfaction in a blended e-learning system environment. Computers & Education, 55(1), 155–164.

Tarhini, A., Hone, K., & Liu, X. (2014). Measuring the moderating effect of gender and age on e-learning acceptance in England: A structural equation modeling approach for an extended technology acceptance model. Educational Computing Research, 51(2), 163–184.

Bagozzi, R. P. (2007). The legacy of the Technology Acceptance Model and a proposal for a paradigm shift. Journal of the Association for Information Systems, 8(4), 244–254.

Szajna, B. (1996). Empirical evaluation of the revised technology acceptance model. Management Science, 42(1), 85–92.Tarhini, A., Hassouna, M., & Abbasi, M. S. (2015). Towards the acceptance of RSS to support learning : An empirical study to validate the technology acceptance model in Lebanon. Electronic Journal of E-Learning, 13(1), 30–41.

Liaw, S.-S. (2008). Investigating students’ perceived satisfaction, behavioral intention, and effectiveness of e-learning: A case study of the Blackboard system. Computers & Education, 51(2), 864–873.http://dx.doi.org/10.1016/j.compedu.2007.09.005

Runeson, P., & Höst, M. (2009). Guidelines for conducting and reporting case study research in software engineering. Empirical Software Engineering,14 (2), 131–164.http://dx.doi.org/10.1007/s10664-008- 9102-8

Sugiyono. 2017. Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta

DOI: https://doi.org/10.35672/afeksi.v4i5.168