Factors Influencing Madrasah E-Learning Satisfaction on Mathematics Teachers of Madrasah Tsanawiyah in Jakarta

Abstract

This study analyzes the effect of attitude, quality, and flexibility on satisfaction and the implications for the desire to continue using madrasah e-learning for mathematics teachers in seventh grade for algebra material. The research includes non-experimental quantitative research. The population of this research is a mathematics teacher at the seventh-grade Madrasah Tsanawiyah in DKI Jakarta Province who teaches algebra material using madrasah e-learning. Sampling by convenience sampling and obtaining a sample of 225 teachers. The method of data collection is using a questionnaire. A Likert scale 1-5 questionnaire to collect data, data analysis method using PLS-SEM. Interviews with nine teachers were conducted to explore the causes of teachers agreeing and disagreeing with using e-learning madrasah in algebra learning. The results showed that teacher attitudes, e-learning quality, and e-learning flexibility significantly and positively affected e-learning satisfaction. E-learning satisfaction significantly and positively affects the desire to continue using e-learning. The interviews showed that teachers agreed because e-learning madrasah could help and facilitate teachers and students, and teachers did not agree because they encountered some difficulties in learning algebra.

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“…This means that if student attitudes increase, e-learning satisfaction will also increase, and if student attitudes decrease, e-learning satisfaction will also decrease. The results of this research are in line with research conducted by Suryani & Sugianingrat (2021), Nguyen (2020), Merrydian et al (2022) and Cheok & Wong (2015) stating that attitude has a positive and significant effect on e-learning satisfaction. So it can be stated that student attitudes are one of the factors that influence madrasah e-learning satisfaction.…”

“…This means that if the quality of elearning increases, satisfaction with e-learning will also increase, and if the quality of e-learning decreases, satisfaction with e-learning will also decrease. The results of this research are in line with research conducted by Suryani & Sugianingrat (2021) and Merrydian et al (2022) which states that the quality of e-learning has a positive and significant effect on e-learning satisfaction. So it can be stated that the quality of e-learning is one of the factors that influences madrasah e-learning satisfaction.…”

“…This means that if e-learning satisfaction increases, the desire to continue using e-learning will also increase, and if elearning satisfaction decreases, the desire to continue using e-learning will also decrease. The results of this research are in line with research conducted by Suryani & Sugianingrat (2021), Puriwat & Tripopsakul (2021), Seta et al (2020), Martinez-Arguelles & Batalla-Busquet (2016, Merrydian et al (2022) and Salam & Farooq (2020) state that e-learning satisfaction has a positive and significant effect on the desire to continue using e-learning. So it can be stated that e-learning satisfaction is one of the factors that influences the desire to continue using madrasah e-learning.…”

“…Previous research shows that teacher attitudes, e-learning quality, and e-learning flexibility have a positive and significant effect on e-learning satisfaction. E-learning satisfaction has a positive and significant effect on the desire to continue using e-learning at the madrasah tsanawiyah level (Merrydian et al, 2022). This research complements previous research, where previous research was based on the perspective of madrasah teachers and this research was based on the perspective of madrasah students.…”