Pengaruh desain pembelajaran, kualitas dosen, interaksi dengan dosen, dan harapan terhadap kinerja akademik dengan dimediasi kepuasan pembelajaran pada mahasiswa
Keywords:
academic performance, learning design, lecturer quality, interaction with lecturers, expectations, satisfaction
Abstract
This study aims to determine the direct and indirect effect of learning design, quality of lecturers, interactions with lecturers, and expectations on academic performance mediated by student satisfaction in Economics Education at Sebelas Maret University. The method used in this study was a quantitative survey method with a population of Economics Education students at Sebelas Maret University and a sample of 224 students. The sampling technique in this study was proportionate stratified random sampling and the data collection technique used a questionnaire. This study used data analysis techniques, namely path analysis and hierarchical regression analysis with SPSS 25. The results obtained in this study are: (1) There is a direct positive and significant influence between learning design, lecturer quality, interaction with lecturers, and expectations on student satisfaction, (2) There is a positive and significant direct effect between learning design, lecturer quality, interaction with lecturers, and expectations on academic performance, (3) There is a positive and significant direct effect between satisfaction on academic performance (4) There is a positive and significant indirect effect between learning design, lecturer quality, interaction with lecturers, and expectations on academic performance through satisfaction. The implication of this research is that there is learning design, lecturer quality, interaction with lecturers, and expectations to increase student satisfaction and academic performance in online learning.
References
Adel, R. (2017). Manage perceived e-learning quality in Egyptian context. Total Quality Management & Business Excellence, 28(5–6), 600–613.
Al-Fraihat, D. (2020). Evaluating E-learning systems success: An empirical study. Computers in Human Behavior, 102(20), 1421–1437.
Allen, M., Bourhis, J., Burrell, N., & Mabry, E. (2002). Comparing student satisfaction meta analysis.pdf. In The American Journal of Distance Education, 16(2), 83–97.
Almaiah, M. A., & Al Mulhem, A. (2018). A conceptual framework for determining the success factors of E-learning system implementation using Delphi technique. Journal of Theoretical and Applied Information Technology, 96(17), 5962–5976.
Almaiah, M. A., & Alyoussef, I. Y. (2019). Analysis of the Effect of Course Design, Course Content Support, Course Assessment and Instructor Characteristics on the Actual Use of E-Learning System. IEEE Access, 7, 171907–171922.
Alqurashi, E. (2016). Self-Efficacy In Online Learning Environments: A Literature Review. Contemporary Issues in Education Research (CIER), 9(1), 45–52.
Alqurashi, E. (2019). Predicting student satisfaction and perceived learning within online learning environments. Distance Education, 40(1), 133–148.
Appleton-Knapp, S. L., & Krentler, K. A. (2006). Measuring student expectations and their effects on satisfaction: The importance of managing student expectations. Journal of Marketing Education, 28(3), 254–264.
Arbaugh, J. B. (2014). System, scholar or students? Which most influences online MBA course effectiveness? Journal of Computer Assisted Learning, 30(4), 349–362.
Baber, H. (2020). Determinants of Students’ perceived outcome and satisfaction in online learning during the pandemic of COVID-19. Journal of Education and E-Learning Research, 7(3), 285–292.
Barbera, E., Clara, Marc., Linder-Vanberschot, J. A. (2013). Factors Influencing Student Satisfaction and Perceived Learning in Online Courses. E–Learning and Digital Media Volume, 10 (3).
Bates, E. A., & Kaye, L. K. (2014). “I’d be expecting caviar in lectures”: The impact of the new fee regime on undergraduate students’ expectations of higher education. Higher Education, 67(5), 655–673.
Battalio, J. (2007). Interaction online: A reevaluation. Quarterly Review of Distance Education, 8(208), 339–352.
Bernard, R. M., Borokhovski, E., Schmid, R. F., Tamim, R. M., & Abrami, P. C. (2014). A meta-analysis of blended learning and technology use in higher education: From the general to the applied. Journal of Computing in Higher Education, 26(1), 87–122.
Budur, T., Mahsum Faraj, K., & Ali Karim, L. (2019). Benchmarking Operations Strategies via Hybrid Model: A Case study of Café-Restaurant Sector. Revista Amazonia Investiga, 8(23), 842–854.
Eom, S., & Ashill, N. (2016). The determinants of students’ perceived learning outcomes and satisfaction in university online education: An update. Decision Sciences Journal of Innovative Education, 14(2), 185–215.
Gameel, B. G. (2017). Learner Satisfaction with Massive Open Online Courses. American Journal of Distance Education, 31(2), 98–111.
Goh, C. F., Leong, C. M., Kasmin, K., Hii, P. K., & Tan, O. K. (2017). Students’ experiences, learning outcomes and satisfaction in e-learning. Journal of E-Learning and Knowledge Society, 13(2), 117–128.
Gopal, R., Singh, V., & Aggarwal, A. (2021). Impact of online classes on the satisfaction and performance of students during the pandemic period of COVID 19. Education and Information Technologies, 26(6), 6923–6947.
Khan, N. U. S., & Yildiz, Y. (2020). Impact of Intangible Characteristics of Universities on Student Satisfaction. Revista Amazonia Investiga, 9(26), 105–116.
Kuo, Y. C., Walker, A. E., Schroder, K. E. E., & Belland, B. R. (2014). Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. Internet and Higher Education, 20, 35–50.
Lee, J. (2014). An exploratory study of effective online learning: Assessing satisfaction levels of graduate students of mathematics education associated with human and design factors of an online course. International Review of Research in Open and Distance Learning, 15(1), 111–132.
Liu, I. F., Chen, M. C., Sun, Y. S., Wible, D., & Kuo, C. H. (2010). Extending the TAM model to explore the factors that affect Intention to Use an Online Learning Community. Computers and Education, 54(2), 600–610.
Maqableh, M., Jaradat, M., & Azzam, A. (2021). Exploring the determinants of students’ academic performance at university level: The mediating role of internet usage continuance intention. Education and Information Technologies, 26(4), 4003–4025.
Martin, F., Wang, C., & Sadaf, A. (2018). Student perception of helpfulness of facilitation strategies that enhance instructor presence, connectedness, engagement and learning in online courses. Internet and Higher Education, 37, 52–65.
Martínez-Argüelles, M. J., & Batalla-Busquets, J. M. (2016). Perceived service quality and student loyalty in an online university. International Review of Research in Open and Distributed Learning, 17(4), 264–279.
Molinillo, S., Anaya-Sánchez, R., Aguilar-Illescas, R., & Vallespín-Arán, M. (2018). Social media-based collaborative learning: Exploring antecedents of attitude. Internet and Higher Education, 38, 18–27.
Moore, J. (2014). Effects of online interaction and instructor presence on students’ satisfaction and success with online undergraduate public relations courses. Journalism and Mass Communication Educator, 69(3), 271–288.
Moore, J. C. (2010). A Synthesis of Sloan-C Effective Practices. Journal of Asynchronous Learning Networks, 13(4), 73–97.
Moore, M. G. (1989). Editorial: Three Types of Interaction. American Journal of Distance Education, 3(2), 1–7.
Mtebe, J. S., & Raisamo, R. (2014). A model for assessing learning management system success in higher education in sub-saharan Countries. Electronic Journal of Information Systems in Developing Countries, 61(1), 1–17.
Nortvig, A. M., Petersen, A. K., & Balle, S. H. (2018). A literature review of the factors influencing e-learning and blended learning in relation to learning outcome, student satisfaction and engagement. Electronic Journal of E-Learning, 16(1), 45–55.
Paechter, M., Maier, B., & Macher, D. (2010). Students’ expectations of, and experiences in e-learning: Their relation to learning achievements and course satisfaction. Computers and Education, 54(1), 222–229.
Pardo, A., Han, F., & Ellis, R. A. (2017). Combining University student self-regulated learning indicators and engagement with online learning events to Predict Academic Performance. IEEE Transactions on Learning Technologies, 10(1), 82–92.
Pham, L., Williamson, S., & Berry, R. (2018). Student perceptions of E-learning service quality, E-satisfaction, and E-loyalty. International Journal of Enterprise Information Systems, 14(3), 19–40.
Satuti, J. R., Sunaryanto, & Nuris, D, M. (2020). Does Student Satisfaction Mediate the Correlation between E-learning Service Quality, Academic Engagement and Academic Achievement? Journal of Accounting and Business Education, 5(1), 38-53.
Shahsavar, T., & Sudzina, F. (2017). Student satisfaction and loyalty in Denmark: Application of EPSI methodology. PLoS ONE, 12(12), 1–18.
Tempelaar, D. T., Rienties, B., & Giesbers, B. (2015). In search for the most informative data for feedback generation: Learning analytics in a data-rich context. Computers in Human Behavior, 47, 157–167.
Yener, D. (2013). Students’ Perceived Service Quality of Distance Learning Courses in a Dual-Mode Education System. Contemporary Educational Technology, 4(1), 50-65.
Zhu, C. (2012). Student satisfaction, performance, and knowledge construction in online collaborative learning. Educational Technology and Society, 15(1), 127–136.
Al-Fraihat, D. (2020). Evaluating E-learning systems success: An empirical study. Computers in Human Behavior, 102(20), 1421–1437.
Allen, M., Bourhis, J., Burrell, N., & Mabry, E. (2002). Comparing student satisfaction meta analysis.pdf. In The American Journal of Distance Education, 16(2), 83–97.
Almaiah, M. A., & Al Mulhem, A. (2018). A conceptual framework for determining the success factors of E-learning system implementation using Delphi technique. Journal of Theoretical and Applied Information Technology, 96(17), 5962–5976.
Almaiah, M. A., & Alyoussef, I. Y. (2019). Analysis of the Effect of Course Design, Course Content Support, Course Assessment and Instructor Characteristics on the Actual Use of E-Learning System. IEEE Access, 7, 171907–171922.
Alqurashi, E. (2016). Self-Efficacy In Online Learning Environments: A Literature Review. Contemporary Issues in Education Research (CIER), 9(1), 45–52.
Alqurashi, E. (2019). Predicting student satisfaction and perceived learning within online learning environments. Distance Education, 40(1), 133–148.
Appleton-Knapp, S. L., & Krentler, K. A. (2006). Measuring student expectations and their effects on satisfaction: The importance of managing student expectations. Journal of Marketing Education, 28(3), 254–264.
Arbaugh, J. B. (2014). System, scholar or students? Which most influences online MBA course effectiveness? Journal of Computer Assisted Learning, 30(4), 349–362.
Baber, H. (2020). Determinants of Students’ perceived outcome and satisfaction in online learning during the pandemic of COVID-19. Journal of Education and E-Learning Research, 7(3), 285–292.
Barbera, E., Clara, Marc., Linder-Vanberschot, J. A. (2013). Factors Influencing Student Satisfaction and Perceived Learning in Online Courses. E–Learning and Digital Media Volume, 10 (3).
Bates, E. A., & Kaye, L. K. (2014). “I’d be expecting caviar in lectures”: The impact of the new fee regime on undergraduate students’ expectations of higher education. Higher Education, 67(5), 655–673.
Battalio, J. (2007). Interaction online: A reevaluation. Quarterly Review of Distance Education, 8(208), 339–352.
Bernard, R. M., Borokhovski, E., Schmid, R. F., Tamim, R. M., & Abrami, P. C. (2014). A meta-analysis of blended learning and technology use in higher education: From the general to the applied. Journal of Computing in Higher Education, 26(1), 87–122.
Budur, T., Mahsum Faraj, K., & Ali Karim, L. (2019). Benchmarking Operations Strategies via Hybrid Model: A Case study of Café-Restaurant Sector. Revista Amazonia Investiga, 8(23), 842–854.
Eom, S., & Ashill, N. (2016). The determinants of students’ perceived learning outcomes and satisfaction in university online education: An update. Decision Sciences Journal of Innovative Education, 14(2), 185–215.
Gameel, B. G. (2017). Learner Satisfaction with Massive Open Online Courses. American Journal of Distance Education, 31(2), 98–111.
Goh, C. F., Leong, C. M., Kasmin, K., Hii, P. K., & Tan, O. K. (2017). Students’ experiences, learning outcomes and satisfaction in e-learning. Journal of E-Learning and Knowledge Society, 13(2), 117–128.
Gopal, R., Singh, V., & Aggarwal, A. (2021). Impact of online classes on the satisfaction and performance of students during the pandemic period of COVID 19. Education and Information Technologies, 26(6), 6923–6947.
Khan, N. U. S., & Yildiz, Y. (2020). Impact of Intangible Characteristics of Universities on Student Satisfaction. Revista Amazonia Investiga, 9(26), 105–116.
Kuo, Y. C., Walker, A. E., Schroder, K. E. E., & Belland, B. R. (2014). Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. Internet and Higher Education, 20, 35–50.
Lee, J. (2014). An exploratory study of effective online learning: Assessing satisfaction levels of graduate students of mathematics education associated with human and design factors of an online course. International Review of Research in Open and Distance Learning, 15(1), 111–132.
Liu, I. F., Chen, M. C., Sun, Y. S., Wible, D., & Kuo, C. H. (2010). Extending the TAM model to explore the factors that affect Intention to Use an Online Learning Community. Computers and Education, 54(2), 600–610.
Maqableh, M., Jaradat, M., & Azzam, A. (2021). Exploring the determinants of students’ academic performance at university level: The mediating role of internet usage continuance intention. Education and Information Technologies, 26(4), 4003–4025.
Martin, F., Wang, C., & Sadaf, A. (2018). Student perception of helpfulness of facilitation strategies that enhance instructor presence, connectedness, engagement and learning in online courses. Internet and Higher Education, 37, 52–65.
Martínez-Argüelles, M. J., & Batalla-Busquets, J. M. (2016). Perceived service quality and student loyalty in an online university. International Review of Research in Open and Distributed Learning, 17(4), 264–279.
Molinillo, S., Anaya-Sánchez, R., Aguilar-Illescas, R., & Vallespín-Arán, M. (2018). Social media-based collaborative learning: Exploring antecedents of attitude. Internet and Higher Education, 38, 18–27.
Moore, J. (2014). Effects of online interaction and instructor presence on students’ satisfaction and success with online undergraduate public relations courses. Journalism and Mass Communication Educator, 69(3), 271–288.
Moore, J. C. (2010). A Synthesis of Sloan-C Effective Practices. Journal of Asynchronous Learning Networks, 13(4), 73–97.
Moore, M. G. (1989). Editorial: Three Types of Interaction. American Journal of Distance Education, 3(2), 1–7.
Mtebe, J. S., & Raisamo, R. (2014). A model for assessing learning management system success in higher education in sub-saharan Countries. Electronic Journal of Information Systems in Developing Countries, 61(1), 1–17.
Nortvig, A. M., Petersen, A. K., & Balle, S. H. (2018). A literature review of the factors influencing e-learning and blended learning in relation to learning outcome, student satisfaction and engagement. Electronic Journal of E-Learning, 16(1), 45–55.
Paechter, M., Maier, B., & Macher, D. (2010). Students’ expectations of, and experiences in e-learning: Their relation to learning achievements and course satisfaction. Computers and Education, 54(1), 222–229.
Pardo, A., Han, F., & Ellis, R. A. (2017). Combining University student self-regulated learning indicators and engagement with online learning events to Predict Academic Performance. IEEE Transactions on Learning Technologies, 10(1), 82–92.
Pham, L., Williamson, S., & Berry, R. (2018). Student perceptions of E-learning service quality, E-satisfaction, and E-loyalty. International Journal of Enterprise Information Systems, 14(3), 19–40.
Satuti, J. R., Sunaryanto, & Nuris, D, M. (2020). Does Student Satisfaction Mediate the Correlation between E-learning Service Quality, Academic Engagement and Academic Achievement? Journal of Accounting and Business Education, 5(1), 38-53.
Shahsavar, T., & Sudzina, F. (2017). Student satisfaction and loyalty in Denmark: Application of EPSI methodology. PLoS ONE, 12(12), 1–18.
Tempelaar, D. T., Rienties, B., & Giesbers, B. (2015). In search for the most informative data for feedback generation: Learning analytics in a data-rich context. Computers in Human Behavior, 47, 157–167.
Yener, D. (2013). Students’ Perceived Service Quality of Distance Learning Courses in a Dual-Mode Education System. Contemporary Educational Technology, 4(1), 50-65.
Zhu, C. (2012). Student satisfaction, performance, and knowledge construction in online collaborative learning. Educational Technology and Society, 15(1), 127–136.
Published
2023-09-04
How to Cite
Inayah, N., Sabandi, M., & Octoria, D. (2023). Pengaruh desain pembelajaran, kualitas dosen, interaksi dengan dosen, dan harapan terhadap kinerja akademik dengan dimediasi kepuasan pembelajaran pada mahasiswa. Jurnal Pendidikan Ekonomi (JUPE), 11(3), 343-354. https://doi.org/10.26740/jupe.v11n3.p343-354
Issue
Section
Articles
Copyright (c) 2023 Novi Ika Inayah, Muhammad Sabandi, Dini Octoria (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
Abstract Views: 28
PDF Downloads: 54
