Abstract
Learning Management System Supported Smartphone (LMS3) is a new and innovative application in online physics learning synchronously. The research aims to investigate the level of students’ satisfaction in using LMS3 and determine predictor variables that affect the level of students’ satisfaction. A descriptive study with survey method was implemented to 71 physics education students who attended online physics learning. The instrument in this research was a Students’ Satisfaction of LMS3 Questionnaire (S2LMS3Q). The average percentage determined the level of student’s satisfaction, and multiple correlations and multiple regressions determined the predictor variables. The level of satisfaction in using LMS3 reached a high level with an average of 76.03%. At the 0.01 significance level, the adjusted R2 value of four predictor variables was 0.393. The multiple correlation analysis showed β for each predictor variable were 0.34 for gender, 0.07 for age, 0.43 for experience in using LMS, and 0.13 for internet connection. In conclusion, the level of students’ satisfaction was high, and the most influential predictor variables were the experience in using LMS and age. This study suggests an in-depth evaluation of online learning through students’ perceptions in order to improve the quality of further learning.
Highlights
The rapid technological development (Rizal et al, 2020b) significantly impacts on education, led to learning and teaching innovations that are more flexible in time and place and easier to access learning materials (Dobrota et al, 2012; Naidu, 2018)
Demographics of Participant Participants were grouped on four demographics, according to gender, age, experience in using Learning Management System (LMS), and internet connection
4 Internet connection Strong Moderate Weak year-students generally never used an LMS while they were studying in senior high school
Summary
The rapid technological development (Rizal et al, 2020b) significantly impacts on education, led to learning and teaching innovations that are more flexible in time and place and easier to access learning materials (Dobrota et al, 2012; Naidu, 2018). The technology integration in learning activities at various educational levels by presenting online learning activities has been conducted in many countries (Rizal et al, 2019) and has become increasingly popular in learning and teaching activities to replace traditional classes (Lin & Chen, 2017). Technology provides the flexibility of learning time and place (Toro & Joshi, 2012). Technology in learning facilitates students to improve their digital competence (Amhag et al, 2019), strengthens their confidence in online learning, and trains teachers in using ICT on their future classrooms (He, 2014). ICT allows the greater flexibility and autonomy in the learning environment for students (Evens et al, 2017) and provides a positive impact on achievement where students who learn to
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