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TAM: ACCEPTANCE OF E-LEARNING TECHNOLOGY TO

STUDENTS IN MASTERS OF MANAGEMENT LEARNING

Mochammad Khoiruddin

, Sri Handari Wahyuningsih

, Nuryakin

Masters of Management, Muhammadiyah University of Yogyakarta, Yogyakarta, Indonesia

mrkhoiruddin8@gmail.com

handari@umy.ac.id

nuryakin@umy.ac.id

PAPER INFO ABSTRACT

Received:

January 2022

Revised: March

2022

Approved: March

2022

Background: The implementation of learning with the e-learning method

requires that it be studied more deeply by looking at how the response and

acceptance of students to the e-learning-based learning process, so that it can

be seen the results of the form or method of e-learning-based learning desired

by students.

Aim: This study aims to evaluate the relationship between technology

acceptance factors and online learning for Master of Management students at

University Muhammadiyah Yogyakarta in terms of perceived usefulness,

perceived convenience, subjective norms, attitudes towards use, and

behavioral intentions.

Method: The object used in this research sample is a master of a management

student. The sample of this study consisted of 140 respondents who were

selected by the sampling method. The data analysis technique used in this

study was using Structural Equation Modeling (SEM) with the help of AMOS

23 software. Analysis of the quality testing of the data instrument in this study

used validity tests, reliability tests.

Findings: The results showed that perceived usefulness had a significant

effect on usage attitudes, usage attitudes had a significant effect on behavioral

intentions, perceived usefulness had a significant effect on perceived

convenience, perceived ease of use had a significant effect on usage attitudes,

perceived usefulness had a significant influence on subjective norms, norms

subjective does not have a significant effect on attitudes to use, subjective

norms have no significant effect on behavioral intentions.

KEYWORDS

perceived usefulness; perceived ease of use; subjective norms; attitude toward use;

behavioral intention

INTRODUCTION

Technology can be something that is useful or something that is destructive if it is not used

wisely, therefore education about technology must be developed or promoted early. Advances

in the internet and wireless technology have provided the basis for the development of

electronic learning (e-learning) (Müller & Wulf, 2020). Despite this, the tremendous

development of internet networks and technology, acceptance and use of e-learning in higher

education is at an early stage. according to Teo and Van Schaik (2012), understanding users'

intentions to use technology has become one of the most challenging problems for information

systems researchers today.

In the absence of regulations or outlines for the use of information technology in learning,

many teachers or students feel confused by the information technology-based learning system,

the unpreparedness of the infrastructure and the unpreparedness of the teachers in providing

material causes education to become chaotic and ineffective. So it is undeniable that the

material delivered by online teaching becomes ineffective and cannot be accepted by students

(Maudiarti, 2018). The use of the internet today has become an inseparable part of the lifestyle

TAM: Acceptance of E-Learning Technology to Students in Masters of Management Learning

703 Interdisciplinary Social Studies, 1(6), Mar 2022

of all levels of Indonesian society. According to survey data conducted by the Association of

Indonesian Internet Network Providers or (APJII) survey data in 2016 shows that students are

the largest internet users in Indonesia with a percentage of 89.7%, for the second place is

students with a percentage of 69.8%.

However, access to online or online education pages is still very lacking. This is a problem

that needs to be addressed by educators or teachers by directing students or students to be able

to use the internet in the realm of online education. Universitas Muhammadiyah Yogyakarta

has long had e-learning which was developed using UMY MyKlass and has been used as a

form of learning recognized by university leaders, students in the university environment have

used the e-learning method, either in the form of uploading documents (RPS, lecture material)

or in online learning activities such as discussions, online lectures, and online assignment

collection.

The implementation of learning with the e-learning method requires that it be studied more

deeply by looking at how the response and acceptance of students to the e-learning-based

learning process, so that it can be seen the results of the form or method of e-learning-based

learning desired by students. This study aims to determine student perceptions of acceptance

of e-learning-based education.

Hypothesis

Relationship Between Perceived Usefulness and Attitudes Towards Use

Perceived usefulness according to Davis is a person's belief that using a certain technology

will improve his performance, this understanding is used in research to predict and explain user

intentions to use technology (Teo & Van Schaik, 2012). In other studies, there is a significant

correlation in the use of the system which indicates that perceived usefulness has a direct effect

on attitudes towards use (Al-Rahmi et al., 2019), the results of other studies in Malaysia,

teaching with a cloud system, teachers can improve OD so that they can increase motivation to

use e-learning technology (Yim, et al., 2019).

H₁: There is a significant effect between perceived usefulness and attitudes towards use

Relationship of Attitude towards Use with Behavioral Intention

Attitude toward use is an attitude toward behavior that is defined as belonging to an

individual, if the user has a positive attitude then he will show a strong intention to use it. The

results of research conducted by Kuo Huang regarding living assistant technology show that

attitudes towards use have an effect on behavioral intentions, it is in line that respondents have

a positive desire to use life support tools (Kuo et al., 2020). In a study conducted by (Chaouali

& El Hedhli, 2019), it was explained that the behavior of using mobile banking had an effect

on customers' habits in life.

H₂: There is a significant effect between attitudes towards users and behavioral intentions

Relationship Between Perceived Usefulness and Perceived Ease of Use

Davis (1989) defines perceived ease of use as an individual's perception of the simple and

easy operation of a particular technology system. It is an assessment of the effort involved in

TAM: Acceptance of E-Learning Technology to Students in Masters of Management Learning

704 Interdisciplinary Social Studies, 1(6), Mar 2022

the use of technology, the results of research conducted by Park et al. (2018) show that

perceived usefulness has a positive impact on the perceived ease of use of TPACK in South

Korea. The results of research conducted by Aref and Okasha (2020) Egypt state that perceived

usefulness has a positive impact on perceived ease of use when using online shopping, and

these results are in accordance with the hypothesis that I am developing in this study. Davis

(1989) defines perceived ease of use as an individual's perception of the simple and easy Davis

operation of a particular technology system. It is an assessment of the effort involved in the use

of technology, the results of research conducted by Young Ju, Park, et al. (2018) show that

perceived usefulness has a positive impact on the perceived ease of use of TPACK in South

Korea. The results of research conducted by Aref and Okasha (2020) Egypt state that perceived

usefulness has a positive impact on perceived ease of use when using online shopping, and

these results are in accordance with the hypothesis in this study.

H₃: There is a significant effect between perceived usefulness and perceived ease of use

Relationship Between Perception Ease of Use and Attitude Towards Use

Several studies related to the hypothesis that I am developing include research conducted

by Jiménez-Barreto and Campo-Martínez (2018) this research is about online co-creation

research and the results of this study indicate that the perception of convenience has a positive

impact on attitudes towards use that respondents voluntarily participate in online co-creation.

and other research is about the perception of ease of showing a positive impact with attitudes

towards the use of language, people in Jordan have started using e-banking because they are

used to it (Anouze and Alamro, 2019). Other research is about the acceptance of technology

for the results of this study indicate that the perception of convenience affects the attitude

towards the use of people who will buy technological equipment (Liu and Chou 2020), and

these results are in accordance with the hypothesis that I am developing in this study.

H₄: There is a significant effect between perceived ease of use and attitudes towards use

Relationship between Perceived Usefulness and Subjective Norms

Subjective norm refers to the degree of influence of important people around the individual

during e-learning, research conducted by Muñoz-Leiva et al. (2018) on the adaptation of the

home-sharing platform by involving people from different cultures and the results of this study

are perceived usefulness has a positive effect on subjective norms in the use of HSP for all

groups and has a perceived impact. And other research is regarding the acceptance of peer to

peer payments in Spain and the results of the research carried out are perceived usefulness

showing a positive influence on subjective norms in the acceptance of peer to peer payment

systems (Kalinić, Liébana-Cabanillas, et al., 2019), and these results are in accordance with the

hypothesis in this study.

H₅: There is a significant effect between perceived usefulness on subjective norms

TAM: Acceptance of E-Learning Technology to Students in Masters of Management Learning

705 Interdisciplinary Social Studies, 1(6), Mar 2022

H₅

H₇

H₁

H₆

H₃

H₂

H₄

PEU

ATU

Relationship of Subjective Norms and Attitudes Towards the Use

A person's attitude toward use is determined by his or her salient beliefs about the

consequences of performing the behavior multiplied by the evaluation of those consequences

(Davis, 1989). research conducted by (Yim et al., 2019) in research Predicting teachers’

continuance in a virtual learning environment with psychological ownership and the results of

this study with a cloud system, teachers can improve OD and are able to increase motivation

to use e-learning, so that subjective norms have a positive effect on attitudes towards use. In

another study regarding the acceptance of technology in m-learning that was carried out by

Buabeng-Andoh (2018) the study showed a significant influence between subjective norms and

attitudes towards the use of m-learning, and these results are in accordance with the hypothesis

that I am developing in this study.

H₆: There is a significant effect between subjective norms and attitudes towards use

Relationship of Subjective Norms with Behavioral Intentions

Subjective norms are defined as the individual's perception that most people who are

important to him think that he should or should not perform the intended behavior (Ajzen,

2011). Several studies have been conducted to see the relationship between the two constructs,

among others, such as that conducted by Marakarkandy et al. (2017) about enabling internet

banking adoption an empirical examination with an augmented, the results of this study

indicate that subjective norms have a positive effect on behavioral intentions in the intensity of

internet banking use. Other studies about the usage intention of e-learning for police education

and training from Rui-Hsin & Lin (2018) the results of the study show that there is a significant

influence between subjective norms and behavioral norms in police education and training

using e-learning, and these results are in accordance with the hypothesis that I am developing

in this study.

H₇: There is a significant influence between subjective norms on behavioral intentions

Figure 1. Research Model

TAM: Acceptance of E-Learning Technology to Students in Masters of Management Learning

706 Interdisciplinary Social Studies, 1(6), Mar 2022

METHOD

This research was conducted at the postgraduate program at Muhammadiyah University

of Yogyakarta, the subject in this study was the student postgraduate program at the

Muhammadiyah University of Yogyakarta. With the number of people as many as 345 people.

The sampling technique used by the author is purposive sampling. In the research, the

researchers got as many as 140 respondents. This study aims to collect empirical evidence, this

research is also called causality research, which aims to analyze the relationship and influence

(Cause and effect) of two or more phenomena. The tools that match the indicators are designed

using a Likert scale. The data collected was processed numerically and quantitatively analyzed

by hypothesis testing with the analytical model used, namely Structural Equation Modeling

(SEM) using Amos.

The distribution of questionnaires in this study was carried out from March to July 2021.

Before collecting data, the researchers asked the respondents whether the respondents knew

and used the e-learning, then the researcher distributed questionnaires to respondents who were

following predetermined criteria. Data were collected with a period of 5 Months for taking the

questionnaire. There were 140 questionnaires were received.

RESULTS AND DISCUSSION

Based on the results of research that has been carried out on 140 respondents through the

distribution of questionnaires, it is obtained information about the characteristics of the

respondents studied. These characteristics include gender, age, media, and how long to use e-

learning.

Validity and Reliability Test

Tabel 1. Validity And Reliability Test

CR=(Ʃλ)2

((Ʃλ)2+ƩError);

VE=(Ʃλ2)

((Ʃλ2)+ƩError);

CONCLUSION

CR ≥ 0,7

VE ≥ 0,5

PU1

Good Validity

PU2

Good Validity

PU3

Good Validity

PU4

Good Validity

0.8901

0.6696

Good

Reliability

PEU1

Good Validity

PEU2

Good Validity

PEU3

Good Validity

PEU4

Good Validity

PEU5

Good Validity

TAM: Acceptance of E-Learning Technology to Students in Masters of Management Learning

707 Interdisciplinary Social Studies, 1(6), Mar 2022

PEU

0.9204

0.6990

Good

Reliability

NS1

Good Validity

NS2

Good Validity

NS3

Good Validity

0.8401

0.6423

Good

Reliability

ATU

ATU1

Good Validity

ATU2

Good Validity

ATU3

Good Validity

0.8772

0.7044

Good

Reliability

BI1

Good Validity

BI2

Good Validity

BI3

Good Validity

In the results of testing the validity and reliability, it was found that of the 15 statements

that were tested the validity of the whole was declared valid. Because the instrument meets the

acceptable standard, namely, the factor loading value 0.50 (Ghozali, 2017). In the reliability

test results, it was found that of the five variables tested for reliability, all of them were declared

reliable. Because it meets the acceptable standard, namely with the provisions of 0.70 at the

cut-off value of Construct Reliability (CR) to find out whether the data is reliable or not

(Ghozali, 2017).

The Influence between Perceived Usefulness and Attitudes towards Use

The first hypothesis, which states that there is a significant effect of perceived usefulness

on usage attitudes, is accepted with a statistical t value of 5.976 < 1.96 at a significant level p-

value of 0.000 > 0.05. the magnitude of the regression effect is 0.609 (60.9%).

The Influence between Attitude towards Use and Behavioral Intention

The second hypothesis, which states that there is a significant effect of usage attitudes on

behavioral intentions, is acceptable with a statistical t value of 8.636 > 1.96 at a significant

level p-value of 0.000 < 0.05. with the magnitude of the regression effect is 0.885 (88.5%).

The Influence between perceived usefulness and perceived ease of use

The third hypothesis, which states that there is a significant effect of perceived usefulness

on perceived ease of use, is accepted with a statistical t value of 4.580 > 1.96 at a significant

level p-value of 0.000 < 0.05. with the magnitude of the regression effect is 0.512 (51.2%).

The Influence between Perception ease of use and Attitude towards use

The fourth hypothesis states that there is a significant effect of perceived ease of use on

attitudes of use. acceptable with a statistical t value of 2.751 < 1.96 at a significant level p-

value of 0.006 > 0.05. with the magnitude of the regression effect is 0.165 (16.5%).

TAM: Acceptance of E-Learning Technology to Students in Masters of Management Learning

708 Interdisciplinary Social Studies, 1(6), Mar 2022

The Influence between Perceived Usefulness and Subjective Norms

The fifth hypothesis, which states that there is a significant effect of perceived usefulness

on subjective norms, is accepted with a statistical t value of 5.364 > 1.96 at a significant level

p-value of 0.000 < 0.05. with the magnitude of the regression effect is 0.558 (55.8%).

The Influence of Subjective Norms and Attitudes towards use

The sixth hypothesis, which states that there is a significant influence of subjective norms

on attitudes to use is unacceptable with a t-statistical value of 1.168 < 1.96 at a significant level

p-value of 0.243 > 0.05. with the magnitude of the regression effect is 0.095 (9.5%).

The Influence of Subjective Norms with Behavioral Intentions

The seventh hypothesis, states that there is a significant effect of subjective norms on

behavioral intentions. Unacceptable with a statistical t value of 1.428 < 1.96 at a significant

level p-value of 0.153 > 0.05. with the magnitude of the regression effect is 0.092 (9.2%).

Based on the results of the hypothesis testing conducted by researchers, it can be seen that:

(H1) which states that there is a significant effect of perceived use on attitude use, is accepted

with a statistical t value of 5.976 < 1.96 at a significant level p-value of 0.000 > 0.05. the

magnitude of the regression effect is 0.609. (H2) which states that there is a significant effect

of usage attitudes on behavioral intentions, is acceptable with a statistical t value of 8.636 >

1.96 at a significant level p-value of 0.000 < 0.05. with the magnitude of the regression effect

is 0.885. (H3) which states that there is a significant effect of perceived usefulness on perceived

ease of use, is accepted with a statistical t value of 4.580 > 1.96 at a significant level p-value

of 0.000 < 0.05. with the magnitude of the regression effect is 0.512. (H4) which states that

there is a significant effect of perceived ease of use on attitudes of use. acceptable with a

statistical t value of 2.751 < 1.96 at a significant level p-value of 0.006 > 0.05. with the

magnitude of the regression effect is 0.165. (H5) which states that there is a significant effect

of perceived usefulness on subjective norms, is accepted with a statistical t value of 5.364 >

1.96 at a significant level p-value of 0.000 < 0.05. with the magnitude of the regression effect

is 0.558. (H6) which states that there is a significant influence of subjective norms on attitudes

to use is unacceptable with a t-statistical value of 1.168 < 1.96 at a significant level p-value of

0.243 > 0.05. with the magnitude of the regression effect is 0.095. (H7) which states that there

is a significant effect of subjective norms on behavioral intentions. Unacceptable with a

statistical t value of 1.428 < 1.96 at a significant level p-value of 0.153 > 0.05. with the

magnitude of the regression effect is 0.092.

CONCLUSION

Based on the results of the hypothesis testing and discussion conducted previously, the

following conclusions can be drawn: There is a significant effect of perceived usefulness on

attitude use so that it causes changes in usage attitudes towards students who use e-learning.

There is a significant influence of attitude use on behavioral intentions so that students have

the will to continue using e-learning. There is a significant effect of perceived usefulness on

perceived ease of use. From this, we can see that students feel helped by e-learning. There is a

significant effect of perceived ease of use on the attitude of use with the existing ease, it will

TAM: Acceptance of E-Learning Technology to Students in Masters of Management Learning

709 Interdisciplinary Social Studies, 1(6), Mar 2022

change students' perspective on e-learning. There is a significant effect of perceived usefulness

on subjective norms, students can feel the usefulness of e-learning and can change their

perspective on e-learning because of the influence of other variables. There is no significant

influence of subjective norms on attitudes to use, from this the subjective norms of students

will not change their attitudes towards the use of e-learning. There is no significant effect of

subjective norms on behavioral intentions. These results indicate that students' views on

subjective norms will not change their intentions towards e-learning.

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