Evaluation of the Success of Using Learning Management System with ISSM Model for Supplemental Learning Accounting at the Faculty of Economics State University of Medan Choms Gary Ganda Tua Sibarani (a*), Tri Effiyanti (b), Jabal Ahsan (c)
a) Faculty of Economics, Universitas Negeri Medan, Indonesia
*gary.sibarani[at]unimed.ac.id
b) Faculty of Economics, Universitas Negeri Medan, Indonesia
trieffiyanti[at]unimed.ac.id
c) Faculty of Economics, Universitas Negeri Medan, Indonesia
jabalahsan[at]unimed.ac.id
Abstract
The use of LMS is currently the main key in supporting the learning process other than in the classroom, therefore it is necessary to carry out a comprehensive evaluation to see the extent of satisfaction and usefulness of the use of the LMS. This study evaluates the success of using LMS using the ISSM model developed by Delone and Mclean. The research method used in this research is quantitative by involving all 213 students of the Accounting Department, consisting of two study programs, namely accounting education and accounting science ranging from grade 2022 to 2024 at the Faculty of Economics, Medan State University. The data collection technique uses a questionnaire as the main instrument and the data is analyzed using the PLS (Partial Least Square) method for Quantitative data with SmartPLS. The analysis includes the PLS Algorithm test, Bootstrapping, and Hypothesis testing with p-value and t-stat. This study tested seven hypotheses- the relationship of five main construct variables: information content quality, instructor quality, learner self-regulation, perceived usefulness, and satisfaction with the entire use of the LMS. After the SEM-PLS test, it was found that six hypotheses had a positive and significant effect. (1) instructor quality affects perceived usefulness with a value of 0.317- (2) Instructor Quality affects satisfaction with a value of 0.234- (3) Information content quality affects perceived usefulness with a value of 0.450- (4) Information content quality affects satisfaction with a value of 0.345- (5) perceived usefulness affects satisfaction with a value of 0.191- (6) learner self-regulation affects satisfaction with the use of LMS with a value of 0.154- and the indirect relationship in the 7th hypothesis (7) learner self-regulation affect LMS satisfaction through perceived usefulness with a value of -0.061, means that has negative effect. All hypotheses with p-values are below 0.05, which means all variables have a significant effect. The t-statistics of all variables are above the value of 1.96, which is an average of 3.701.
Keywords: Accounting LMS, Delone and Mclean ISSM Model, e-learning
Topic: Economics, Social and Early childhood Education
