Learning Management System Adoption, Practices, and Barriers in Educational and Training Institutions in Tegal Indonesia
Abstract
Abstrak
Penelitian ini menganalisis penerapan Learning Management System (LMS) di lembaga pendidikan dan pelatihan di Kota Tegal melalui desain mixed-methods yang menggabungkan survei deskriptif kuantitatif dan wawancara kualitatif terhadap 10 lembaga yang dipilih secara purposif. Pengumpulan data dilakukan menggunakan kuesioner terstruktur dan wawancara mendalam dengan pimpinan lembaga, koordinator TI, serta tenaga pendidik. Hasil penelitian menunjukkan bahwa 80% lembaga (8 dari 10) telah menerapkan LMS; di antara kedelapan lembaga pengadopsi tersebut, Google Classroom (62,5%) dan Moodle (50%) menjadi platform yang paling banyak digunakan. Fitur yang paling sering dimanfaatkan oleh lembaga pengadopsi meliputi distribusi materi pembelajaran (100%), penugasan (87,5%), dan ujian daring (75%), sementara tantangan yang paling banyak dilaporkan mencakup infrastruktur internet yang belum memadai (87,5%), keterbatasan kompetensi digital sumber daya manusia (75%), dan biaya operasional (62,5%). Temuan kualitatif menunjukkan bahwa manfaat yang dirasakan—seperti fleksibilitas pembelajaran (100%) dan efisiensi administrasi (87,5%)—merupakan persepsi pengguna dan belum tentu mencerminkan hasil belajar yang terukur; wawancara juga mengungkap bahwa lembaga yang mengadopsi LMS secara terburu-buru pada masa pandemi cenderung hanya mencapai tingkat penggunaan moderat, berbeda dengan lembaga yang telah merintis transformasi digital sebelum pandemi. Penelitian ini merekomendasikan peningkatan infrastruktur, pelatihan berkelanjutan bagi tenaga pendidik, serta kolaborasi antarlembaga untuk mengoptimalkan penerapan LMS, dengan catatan bahwa temuan ini bersifat kontekstual untuk Kota Tegal dan generalisasinya ke wilayah lain masih terbatas.
Kata Kunci: learning management system; adopsi teknologi; kesenjangan digital; kompetensi digital guru; Indonesia; Kota Tegal.
Abstract
Although Learning Management Systems (LMS) are increasingly central to digital education, empirical evidence on their implementation in medium-sized Indonesian cities remains limited. This study addresses that gap using a mixed-methods design combining a descriptive quantitative survey and qualitative interviews across 10 purposively sampled educational and training institutions in Tegal City. Data collection involved structured questionnaires and in-depth interviews with institutional heads, IT coordinators, and educators. Findings indicate that 80% of institutions (8 of 10) have adopted LMS; among these eight adopters, Google Classroom (62.5%) and Moodle (50%) are the predominant platforms, and the most frequently utilized features are learning material distribution (100%), assignments (87.5%), and online examinations (75%). Key challenges reported by adopters include inadequate internet infrastructure (87.5%), limited digital competence among human resources (75%), and operational costs (62.5%). Qualitative findings indicate that reported benefits—learning flexibility (100%) and administrative efficiency (87.5%) among them—reflect user perceptions rather than measured learning outcomes, and that institutions which adopted LMS hastily during the pandemic generally achieved only moderate use compared with those that began digital transformation earlier. The study recommends infrastructure enhancement, ongoing educator training, and inter-institutional collaboration to optimize LMS implementation, while noting that these findings are contextual to Tegal City and generalizable only with caution.
Kata Kunci: Learning Management Systems; Technology Adoption; Digital Divide; Teacher Digital Competence; Indonesia; Tegal City
References
BIBLIOGRAPHY
Adnan, M., & Anwar, K. (2020). Online learning amid the COVID-19 pandemic: Students' perspectives. 2(1), 45-51. https://doi.org/10.33902/JPSP.2020261309
Al-Busaidi, K. A., & Al-Shihi, H. (2010). Instructors' acceptance of learning management systems: A theoretical framework. Communications of the IBIMA, 2010, 1-10. https://ibimapublishing.com/articles/CIBIMA/2010/862128/
Al-Fraihat, D., Joy, M., Masa'deh, R., & Sinclair, J. (2020). Evaluating E-learning systems success: An empirical study. Computers in Human Behavior 102, 67-86. https://doi.org/10.1016/j.chb.2019.08.004
Alias, N. A., & Zainuddin, A. M. (2005). Innovation for better teaching and learning: Adopting the learning management system. Malaysian Online Journal of Instructional Technology, 2(2), 27-40. https://www.scirp.org/reference/referencespapers? referenceid=1639564
Aminoto, T., & Pathoni, H. (2014). Penerapan media e-learning berbasis schoology untuk meningkatkan aktivitas dan hasil belajar materi usaha dan energi di kelas XI SMA N 10 Kota Jambi. Jurnal Sainmatika, 8(1), 13-29. https://doi.org/10.1234/sainmatika.v8i1.2222
APJII. (2023). Profil pengguna internet Indonesia 2023. Asosiasi Penyelenggara Jasa Internet Indonesia.
Brown, M., & Green, T. (2020). The essentials of instructional design: Connecting fundamental principles with process and practice (4th ed.). Routledge.
Cavus, N. (2010). The evaluation of Learning Management Systems using an artificial intelligence fuzzy logic algorithm. Advances in Engineering Software, 41(2), 248-254. https://www.sciencedirect.com/science/article/abs/pii/S0965997809001744
Cidral, W. A., Oliveira, T., Di Felice, M., & Aparicio, M. (2018). E-learning success determinants: Brazilian empirical study. Computer and Education, 122, 273-290. https://doi.org/10.1016/j.compedu.2017.12.001
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. Management Information System Quarterly, 13(3), 319-340. https://doi.org/10.2307/249008
DeLone, W. H., & McLean, E. R. (2003). The DeLone and McLean model of information systems success: A ten-year update. Journal of Management Information System, 19(4), 9-30. https://doi.org/10.1080/07421222.2003.11045748
Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5-22. https://doi.org/10.1177/ 0047239520934018
Dougiamas, M., & Taylor, P. C. (2003). Moodle: Using learning communities to create an open source course management system. In D. Lassner & C. McNaught (Eds.), Proceedings of ED-MEDIA 2003 (pp. 171-178). Association for the Advancement of Computing in Education (AACE).
Ellis, R. K. (2009). Field guide to learning management systems. ASTD Learning Circuits, 1-7.
Fullan, M. (2007). The new meaning of educational change (4th ed.). Teachers College Press.
Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95-105. https://doi.org/10.1016/j.iheduc.2004.02.001
Handayanto, A., Supandi, S., & Ariyanto, L. (2021). Problematika pembelajaran daring di sekolah menengah pada masa pandemi. Jurnal Paedagogy, 8(3), 440-447. https://doi.org/10.47200/aoej.v12i2.447
Harsasi, M. (2015). The use of open educational resources in online learning: A study of students' perception. Turkish Online Journal of Distance Education, 16(3), 74-87. https://files.eric.ed.gov/fulltext/EJ1092848.pdf
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. EDUCAUSE Review, 27, 1-12. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
Iftakhar, S. (2016). Google Classroom: What works and how? Journal of Education and Social Sciences, 3(1), 12-18. https://doi.org/10.29196/jubh.v30i7.4211
Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. (2021). Laporan pembelajaran jarak jauh selama masa pandemi COVID-19. Jakarta: Kemendikbudristek.
Lonn, S., & Teasley, S. D. (2009). Saving time or innovating practice: Investigating perceptions and uses of learning management systems. Computers & Education, 53(3), 686-694. https://doi.org/10.1016/j.compedu.2009.04.008
Machado, M., & Tao, E. (2007). Blackboard vs. Moodle: Comparing user experience of learning management systems. In Proceedings of the 37th Annual Frontiers In Education Conference (pp. S4J-7). IEEE.
Mailizar, M., Almanthari, A., Maulina, S., & Bruce, S. (2020). Secondary school mathematics teachers' views on e-learning implementation barriers during the COVID-19 pandemic: The case of Indonesia. Eurasia Journal of Mathematics, Science and Technology Education, 16(7), em1860. https://doi.org/10.29333/ejmste/8240
Marketsand Markets. (2021). Learning management system market: Global forecast to 2026. Marketsand Markets Research.
Means, B., Toyama, Y., Murphy, R., & Baki, M. (2013). The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teachers College Record, 115(3), 1-47. https://eric.ed.gov/?id=EJ1018090
Moore, M. G. (1989). Three types of interaction. American Journal of Distance Education, 3(2), 1-7. https://doi.org/10.1080/08923648909526659
Muilenburg, L. Y., & Berge, Z. L. (2005). Student barriers to online learning: A factor analytic study. Distance Education, 26(1), 29-48. https://doi.org/10.1080/ 01587910500081269
Naveh, G., Tubin, D., & Pliskin, N. (2010). Student LMS use and satisfaction in academic institutions: The organizational perspective. The Internet and Higher Education, 13(3), 127-133. http://dx.doi.org/10.1016/j.iheduc.2010.02.004
Park, S. Y. (2009). An analysis of the technology acceptance model in understanding university students' behavioral intention to use e-learning. Educational Technology & Society, 12(3), 150-162. https://www.learntechlib.org/p/75428/
Puentedura, R. R. (2006). Transformation, technology, and education. Retrieved from http://hippasus.com/resources/tte/
Rhahardjo, S. M., & Petrus, M. I. (2020). Hambatan Pembelajaran Daring Pada Mahasiswa Saat Pandemi Covid-19. MAGISTRA: Jurnal Keguruan dan Ilmu Pendidikan, 11(2), 107-115.
Rogers, E. M. (2003). Diffusion of innovations (5th ed.). Free Press. ISBN 978-0743222099
Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Association for Supervision and Curriculum Development.
Schwab, K. (2016). The fourth industrial revolution. World Economic Forum.
Selwyn, N. (2004). Reconsidering political and popular understandings of the digital divide. New Media and Society, 6(3), 341-362. https://doi.org/10.1177/ 1461444804042519
Setiawan, A. R., Puspaningrum, M., & Umam, K. (2019). Implementasi pendekatan saintifik dalam pembelajaran tematik. Fondatia, 3(2), 77-88.
Tegal City Education Office. (2023). Data pokok pendidikan Kota Tegal 2023 [Author, full retrieval link to be confirmed]. Dinas Pendidikan Kota Tegal.
Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. Jossey-Bass.
UNESCO. (2020). COVID-19 educational disruption and response. UNESCO.
Watson, W. R., & Watson, S. L. (2007). An argument for clarity: What are learning management systems, what are they not, and what should they become? TechTrends, 51(2), 28-34. https://hal.science/hal-00692067v1
Yazdi, M. (2012). E-learning sebagai media pembelajaran interaktif berbasis teknologi informasi. Jurnal Ilmiah Foristek, 2(1), 143-152. https://www.neliti.com/id/ publications/358774/e-learning-sebagai-media-pembelajaran-interaktif-berbasis-teknologi-informasi
