Evaluasi Keberhasilan Penggunaan LMS TASK Menggunakan Model DeLone dan McLean
DOI:
https://doi.org/10.58230/kheahx39Keywords:
system quality, information quality, service quality, user satisfaction, LMS successAbstract
This study aims to test an updated DeLone and McLean Information Systems Success (D&M ISS) model, incorporating user satisfaction as a mediating variable. It evaluates the success of a mandatory institutional Learning Management System (LMS) and clarifies the mediating mechanisms underlying inconsistencies in prior research.
Using a quantitative explanatory design, this study surveyed 194 Digital Business students selected via purposive sampling from a population of 575 at a public university in Indonesia based on their prior LMS experience. Data were collected using an online Likert-scale questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with bootstrapping to assess direct and indirect effects.
System, information, and service quality all significantly predicted user satisfaction. System and information quality directly predicted LMS success, whereas the effect of service quality was fully mediated by satisfaction. User satisfaction emerged as the strongest direct predictor of success and partially mediated the effects of system and information quality, explaining 53.6% of the variance in satisfaction and 62.5% in success.
The findings confirm the relevance of the updated D&M ISS model for mandatory institutional LMS in a developing-country context and demonstrate that quality dimensions influence outcomes through distinct direct and mediated pathways. Practically, higher education institutions should prioritize system reliability alongside user satisfaction to optimize digital learning outcomes.
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