Abstract
The home-based learning strategy is a useful control measure to decrease the spread of COVID-19 among students. A sudden alteration of offline learning to online learning impacted the effectiveness of learning activities. During the COVID-19 pandemic, the Faculty of Engineering, Darma Cendika Catholic University needed to assess the level of student satisfaction of online-based learning so that the quality of service was maintained. The purpose of this study was to measure the level of student satisfaction during online-based learning during the COVID-19 pandemic using the Service Quality (Servqual) and Importance Performance Analysis (IPA) methods. Servqual and IPA are methods for measuring the level of satisfaction and quality of service. The result of Servqual shows all the measurements of 17 attributes have negative gap value. This shows that there is a difference between students perception and expectation of online-based learning. The Matrix of IPA indicates the priority of improvement of online-based learning that encompasses the lecturers consistency in providing a good lecture, the capability of using learning platform, the prompt and efficient response to students needs in online-based learning, the encouragement of students motivation throughout the learning process, and the understanding of students impediments during the process of online-based learning.
Highlights
a useful control measure to decrease the spread of COVID-19 among students
A sudden alteration of offline learning to online learning impacted the effectiveness of learning activities
Darma Cendika Catholic University needed to assess the level of student satisfaction of online-based learning
Summary
Yaitu: Tangible, Realibility, Responsiveness, Assurance, dan Emphaty. Pemilihan atribut pada setiap dimensi berasal dari penelitian Uppal et al (2017), Caicedo et al (2018), dan Stodnick (2008). Pertanyaan Uppal et al (2017) yang digunakan dalam penelitian ini hanya 4 pertanyaan, terdapat pada dimensi emphaty. Pertanyaan Caicedo et al (2018) yang digunakan dalam penelitian ini sebanyak 6 pertanyaan, yaitu pertanyaan pada dimensi tangible dan reliability. Pertanyaan Stodnick (2008) yang digunakan dalam penelitian ini sebanyak 7 pertanyaan yang terdapat pada dimensi responsiveness dan assurance. Skala likert yang digunakan untuk mengukur tingkat harapan dan persepsi layanan pembelajaran online dikelompokkan menjadi 5 kategori yaitu sangat tidak penting, tidak penting, cukup penting, penting, dan sangat penting. Dari penilaian tersebut maka diperoleh perbandingan nilai harapan mahasiswa dengan persepsi layanan pembelajaran online. Hasil uji validitas dari seluruh data harapan mahasiswa dan persepsi layanan menunjukkan rhitung lebih besar dari rtabel, sehingga keseluruhan data dinyatakan valid.
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