Faktor-Faktor yang Mempengaruhi Adopsi E-learning untuk Siswa SMA di Indonesia dengan Menggunakan Extended Technology Acceptance Model

Audrey Ayu Dianaris; Edwin  Pramana; Herman Budianto

doi:10.37823/insight.v4i01.179

Authors

Audrey Ayu Dianaris Institut Sains dan Teknologi Terpadu Surabaya
Edwin Pramana Institut Sains dan Teknologi Terpadu Surabaya
Herman Budianto Institut Sains dan Teknologi Terpadu Surabaya

DOI:

https://doi.org/10.37823/insight.v4i01.179

Keywords:

E-learning, Technology Acceptance Model, SEM, Behavioral Intention

Abstract

Penggunaan berbagai macam aplikasi berbasis internet sudah meluas di Indonesia. Didukung dengan berbagai macam perangkat yang mampu mengaksesnya di kalangan remaja, terutama siswa sekolah pada bangku pendidikan di SMA. Gaya hidup serba mobile dan aktivitas penunjang akademis siswa di luar pendidikan formal, cukup menyita waktu. Sehingga waktu belajar secara tradisional pun semakin sedikit. Perkembangan teknologi yang pesat juga berdampak pada dunia pendidikan. Memanfaatkan teknologi, keterbatasan akses informasi dan materi belajar, terutama keterbatasan ruang dan waktu dapat dijembatani dengan menggunakan E-learning. Penelitian ini bertujuan untuk mencari tahu, faktor-faktor apa saja yang dapat mempengaruhi siswa SMA di Indonesia untuk mau mengadopsi E-learning. Sebuah model teoritis dibuat berdasarkan sejumlah penelitian sebelumnya dan memanfaatkan model dasar Technology Acceptance Model (TAM) dan konstruksi E-learning yang spesifik. Pengumpulan data dilakukan dengan menggunakan kuesioner berbasis online. Data akhir yang terkumpul berjumlah 517 data dari siswa SMA di Indonesia. Structural Equation Modeling (SEM) digunakan untuk menganalisis dan pengolahan model teoritis menggunakan software AMOS. Faktor-faktor dalam model teoritis adalah Self-Efficacy, Social Influence, Computer Anxiety, Prior Experience, Facilitating Conditions, dan Perceived Enjoyment. Bentuk dasar TAM yang digunakan meliputi Perceived Usefulness, Perceived Ease of Use, dan Behavioral Intention. Dalam proses Factor Analysis, Facilitating Conditions dihapus dari model teoritis, karena tidak mampu menunjukkan posisi konvergen dan diskriminan. Faktor Perceived Usefulness dan Perceived Enjoyment adalah dua faktor yang paling mempengaruhi Behavioral Intention di dalam proses adopsi E-learning. Hasil penelitian menunjukkan Perceived Enjoyment memiliki pengaruh secara langsung dan positif pada Perceived Usefulness yang tertinggi dibandingkan faktor lainnya. Self-Efficacy memiliki pengaruh secara langsung dan positif pada Perceived Ease of Use yang tertinggi dibandingkan faktor lainnya. Berdasarkan hasil penelitian ini, maka dapat ditekankan, bahwa untuk mencapai tujuan agar seseorang mau mengadopsi E-learning, instansi terkait harus menunjang kebutuhan penerapan E-learning dengan berfokus pada sisi manfaat dan kepuasan yang menyenangkan pengguna dalam pengalamannya menggunakan E-learning

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