DETERMINAN KEPUASAN DAN KINERJA DALAM BLENDED LEARNING
STUDI PADA MAHASISWA PRAKTIKUM AKUNTANSI UNIVERSITAS GADJAH MADA
Abstract
Penelitian ini bertujuan untuk menguji faktor-faktor yang mempengaruhi kepuasan dan kinerja blended learning yaitu content interaction, instructor-learner interaction, learner-learner interaction, dan biaya dan akses internet. Teknik penyebaran data menggunakan survei berupa penyebaran kuesioner dan disebar melalui google form. Penelitian ini melibatkan 191 partisipan yang merupakan mahasiswa S1 akuntansi yang mengambil mata kuliah praktikum akuntansi. Hasil penelitian menunjukkan bahwa content interaction yang tinggi dapat meningkatkan kerpuasan dan kinerja dalam blended learning. Hasil penelitian juga menunjukkan instructor-learner interaction mendukung kepuasan namun tidak pada kinerja dalam blended learning. Hasil penelitian juga menunjukkan learner-learner interaction tidak mendukung kepuasan, namun mendukung kinerja dalam blended learning. Namun, tidak terdapat dukungan antara biaya dan akses internet pada kepuasan dan kinerja dalam blended learning. Hasil penelitian memberikan dukungan kepuasan terhadap kinerja dalam blended learning yaitu menunjukkan bahwa kepuasan menjadi faktor penting dalam mengukur kualitas belajar mengajar di perguruan tinggi.
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Wu, J. H., Tennyson, R. D., & Hsia, T. L. (2010). A study of student satisfaction in a blended e-learning system environment. Computers and Education, 55(1), 155–164. https://doi.org/10.1016/j.compedu.2009.12.012
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Alqurashi, E. (2019). Predicting student satisfaction and perceived learning within online learning environments. Distance Education, 40(1), 133–148. https://doi.org/10.1080/01587919.2018.1553562
Ayele, A. A., & Birhanie, W. K. (2018). Acceptance and use of e‑learning Teacher Ethiopian Universities.pdf. Applied Informatics.
Basuony, M. A. K., EmadEldeen, R., Farghaly, M., El-Bassiouny, N., & Mohamed, E. K. A. (2020). The factors affecting student satisfaction with online education during the COVID-19 pandemic: an empirical study of an emerging Muslim country. Journal of Islamic Marketing, 12(3), 631–648. https://doi.org/10.1108/JIMA-09-2020-0301
Bervell, B., & Umar, I. N. (2018). Blended learning or face-to-face? Does Tutor anxiety prevent the adoption of Learning Management Systems for distance education in Ghana? Open Learning, 35(2), 159–177. https://doi.org/10.1080/02680513.2018.1548964
Bossman, A., & Agyei, S. K. (2022). Technology and instructor dimensions, e-learning satisfaction, and academic performance of distance students in Ghana. Heliyon, 8(4), e09200. https://doi.org/10.1016/j.heliyon.2022.e09200
Chen, W. S., & Tat Yao, A. Y. (2016). An Empirical Evaluation of Critical Factors Influencing Learner Satisfaction in Blended learning: A Pilot Study. Universal Journal of Educational Research, 4(7), 1667–1671. https://doi.org/10.13189/ujer.2016.040719
Dang, M. Y., Zhang, G. Y., & Amer, B. (2019). Social networks among students, peer TAs, and instructors and their impacts on student learning in the blended environment: A model development and testing. Communications of the Association for Information Systems, 44(1), 764–782. https://doi.org/10.17705/1CAIS.04436
El-Sayed Ebaid, I. (2020). Accounting Students’ Perceptions on E-Learning During the Covid- 19 Pandemic: Preliminary Evidence From Saudi Arabia. Journal of Management and Business Education, 3(3), 236–249. https://doi.org/10.35564/jmbe.2020.0015
Ginting, D. B. (2009). STRUCTURAL EQUATION MODEL (SEM). Media Informatika, 8(3), 121–133. https://doi.org/10.3109/9781439822463.209
Hair, J., Anderson, R., Babin, B., & Black, W. (2010). Multivariate Data Analysis.pdf. In Australia : Cengage: Vol. 7 edition (p. 758).
Han, C., Liu, L., & Chen, S. (2022). Factors Influencing Parents’ Intention on Primary School Students’ Choices of Online Learning during and after the COVID-19 Pandemic in China. Sustainability (Switzerland), 14(14). https://doi.org/10.3390/su14148269
Kementerian, & Kebudayaan, P. dan. (2021). Makin Mudah, Belajar Daring Lewat “Learning Management System” bagi Sekolah Indonesia Luar Negeri.
Kuo, Y. C., Walker, A. E., Schroder, K. E. E., & Belland, B. R. (2014). Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. Internet and Higher Education, 20, 35–50. https://doi.org/10.1016/j.iheduc.2013.10.001
Lapitan, L. D., Tiangco, C. E., Sumalinog, D. A. G., Sabarillo, N. S., & Diaz, J. M. (2021). An effective blended online teaching and learning strategy during the COVID-19 pandemic. Education for Chemical Engineers, 35(May 2020), 116–131. https://doi.org/10.1016/j.ece.2021.01.012
Leong, C. M., Goh, C. F., Ismail, F., Tan, O. K., & Ong, C. H. (2020). E-learning satisfaction: Investigating gender differences. International Journal of Electronic Commerce Studies, 12(1), 1–28. https://doi.org/10.7903/IJECS.1774
Moore, M. G. (1993). Theory of transactional distance. Theoretical principles of distance. Education, 1, 22–38. http://www.c3l.uni-oldenburg.de/cde/found/moore93.pdf
Muilenburg, L. Y., & Berge, Z. L. (2005). Students Barriers to Online Learning: A factor analytic study. Distance Education, 26(1), 29–48. https://doi.org/10.1080/01587910500081269
Naaj, M. A., Nachouki, M., & Ankit, A. (2012). Evaluating student satisfaction with blended learning in a gender-segregated environment. Journal of Information Technology Education:Research, 11(1), 185–200. https://doi.org/10.28945/1692
Prasad, P. W. C., Maag, A., Redestowicz, M., & Hoe, L. S. (2018). Unfamiliar technology: Reaction of international students to blended learning. Computers and Education, 122, 92–103. https://doi.org/10.1016/j.compedu.2018.03.016
Prifti, R. (2022). Self–efficacy and student satisfaction in the context of blended learning courses. Open Learning, 37(2), 111–125. https://doi.org/10.1080/02680513.2020.1755642
Rahman, M. H. A., Uddin, M. S., & Dey, A. (2021). Investigating the mediating role of online learning motivation in the COVID-19 pandemic situation in Bangladesh. Journal of Computer Assisted Learning, 37(6), 1513–1527. https://doi.org/10.1111/jcal.12535
Su, C. Y., & Guo, Y. (2021). Factors impacting university students’ online learning experiences during the COVID-19 epidemic. Journal of Computer Assisted Learning, 37(6), 1578–1590. https://doi.org/10.1111/jcal.12555
Sugiyono. (2015). Metode Penelitian Kombinasi (Mix Methods). Alfabeta.
UNESCO. (2020). COVID-19 impact on education data.COVID-19 education disruption and response.
Wu, J. H., Tennyson, R. D., & Hsia, T. L. (2010). A study of student satisfaction in a blended e-learning system environment. Computers and Education, 55(1), 155–164. https://doi.org/10.1016/j.compedu.2009.12.012
Zeqiri, J., Kareva, V., & Alija, S. (2021). Blended learning and Student Satisfaction: The Moderating Effect of Student Performance. Business Systems Research, 12(2), 79–94. https://doi.org/10.2478/bsrj-2021-0020
Zulkarnaen, W., Amin, N. N. (2018). Pengaruh Strategi Penetapan Harga Terhadap Kepuasan Konsumen. Jurnal Ilmiah MEA (Manajemen, Ekonomi, & Akuntansi), 2(1), 106-128.
Published
2024-09-25
How to Cite
Alamin, A., & Warsono, S. (2024). DETERMINAN KEPUASAN DAN KINERJA DALAM BLENDED LEARNING. Jurnal Ilmiah Manajemen, Ekonomi, & Akuntansi (MEA), 8(3), 973-985. https://doi.org/10.31955/mea.v8i3.4539
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