ISSN: 2088-7043

JURNAL SISTEM INFORMASI

JOURNAL OF INFORMATION SYSTEMS

Volume 15, Issue 2, Oktober 2019

Director:
Mirna Adriani, Universitas Indonesia, Indonesia

Chief Editor:
Putu Wuri Handayani, Fakultas Ilmu Komputer, Universitas Indonesia, Indonesia

Board of Editor:
Achmad Nizar Hidayanto, Faculty of Computer Science - Universitas Indonesia, Indonesia
Ayu Purwarianti, School of Electrical Engineering and Informatics - Bandung Institute of Technology, Indonesia
Benny Ranti, Chamber of Commerce and Industry of Indonesia, Indonesia
Bob Hardian Syahbuddin, Faculty of Computer Science - Universitas Indonesia, Indonesia
Budi Yuwono, Faculty of Computer Science - Universitas Indonesia, Indonesia
Dana Indra Sensuse, Faculty of Computer Science - Universitas Indonesia, Indonesia
Eko Kuswardono Budiardjo, Faculty of Computer Science - Universitas Indonesia, Indonesia
Indra Budi, Faculty of Computer Science - Universitas Indonesia, Indonesia
Joko Saputro, Faculty of Information System - University of Wisconsin Madison, United States
Kusrini Kusrini, AMIKOM University, Indonesia
Mirna Adriani, Universitas Indonesia, Indonesia, Indonesia
Petrus Mursanto, Faculty of Computer Science - Universitas Indonesia, Indonesia
Prihandoko Prihandoko, Universitas Gunadarma, Indonesia
Putu Wuri Handayani, Faculty of Computer Science, Universitas Indonesia, Indonesia
Rudy Setiono, School of Computing - National University of SIngapore, Singapore
Sfenrianto Sfenrianto, Universitas Bina Nusantara, Indonesia
Yudho Giri Sucahyo, Faculty of Computer Science - Universitas Indonesia, Indonesia
Wade Goodridge, Utah State University, United States
Wahyu Catur Wibowo, Faculty of Computer Science - Universitas Indonesia, Indonesia Widijanto Satyo
Nugroho, Faculty of Computer Science - Universitas Indonesia, Indonesia Zainal A. Hasibuan, Faculty of
Computer Science - Universitas Indonesia, Indonesia

Layout Editor:
Panca Hadi Putra, Universitas Indonesia, Indonesia
Fatimah Azzahro, Universitas Indonesia, Indonesia

Address:
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Universitas Indonesia
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Published by: In Association with:

Faculty of Computer Science APTIKOM

Universitas Indonesia
 ISSN : 2088-7043

JURNAL SISTEM INFORMASI

JOURNAL OF INFORMATION SYSTEMS

Volume 15, Issue 2, Oktober 2019

TABLE OF CONTENTS

1. TAM Analysis on the Factors Affecting Admission of Students for

Ruangguru Application
Riyan Latifahul Hasanah, Fanny Fatma Wati, Dwiza Riana ........................ 1-14

2. E-Supply Chain Management Value Concept for The Palm Oil Industry
Darius Antoni, Ainil Afriansyah, Muhamad Akbar ...................................... 15-29

3. Designing Enterprise Architecture of The Smart Governance of Bogor

Rachmat, Yani Nurhadryani, Irman Hermadi ……………………………. 30-41

4. Strategy to Use Local Government’s Facebook Page to Improve Public Services

Ari Cahaya Puspitaningrum, Endah Septa Sintiya, Iqbal Ramadhani
Mukhlis, Afifah Nurrosyidah, Nur Aini Rakhmawati .................................. 42-51

5. Data Quality Management in Educational Data: A Case Study of

Statistics Polytechnic
Nori Wilantika, Wahyu Catur Wibowo ......................................................... 52-67

JURNAL SISTEM INFORMASI

JSI JOURNAL OF INFORMATION SYSTEMS
TAM Analysis on the Factors Affecting Admission of
Students for Ruangguru Application

Riyan Latifahul Hasanah Fanny Fatma Wati

Magister of Computer Science, Faculty of Magister of Computer Science, Faculty of
Engineering, STMIK Nusa Mandiri Engineering, STMIK Nusa Mandiri
Jalan Kramat Raya No.18, Jakarta Pusat, Jalan Kramat Raya No.18, Jakarta Pusat,
033165, Indonesia 033165, Indonesia
[email protected] [email protected]

Dwiza Riana
Magister of Computer Science, Faculty of Engineering, STMIK Nusa Mandiri
Jalan Kramat Raya No.18, Jakarta Pusat, 033165, Indonesia
[email protected]

Abstract

A new paradigm emerged in the field of education along with the development of increasingly
advanced technology, namely the emergence of an electronic learning system known as e-
learning. One of the e-learning media that is currently popular in Indonesia is Ruangguru
online learning application that can be accessed through a smartphone. The purpose of this
study is to analyze the factors that influence student’s acceptance of Ruangguru application
using the Technology Acceptance Model (TAM) method. The 5 (five) constructs of the TAM
research model were used, namely Perceived Usefulness, Perceived Ease of Use, Attitude
Toward Using, Behavioral Intention of Use and Actual System Use. The data collection used
is an online questionnaire from Google Form with a purposive sampling technique. Valid
questionnaire data is processed using the SmartPLS 3 program with 3 (three) structural
analysis models, namely outer model analysis, inner model analysis, and hypothesis testing.
The results show that Attitude Towards Using did not have a significant effect on Behavioral
Intention of Use, meaning that the students’ attitude towards using did not affect students'
intentions in using Ruangguru application. At the same time, the relationship of Perceived
Ease of Use to Perceived Usefulness is the most significant influence where the ease in using
Ruangguru application makes users feel that Ruangguru application is useful.

Keywords: Technology Acceptance Model, Ruangguru Application, E-learning, Perceived

Usefulness, Perceived Ease of Use, Attitude Toward Using, Behavioral Intention of Use,
Actual System Use

Introduction
The advanced technology developments cause electronic media to be used in the dissemination of
various information. In the field of education, the development of information technology raises a
new paradigm in the learning process where the process is not only limited to face-to-face learning
activities in the classroom but can also be done online. This learning system is known as electronic
learning (e-learning) [1]. E-learning holds a number of important benefits for students, including

Jurnal Sistem Informasi (Journal of Information System), Volume 15, Issue 2, October 2019 1
 Hasanah, Wati, Riana/TAM Analysis on the Factors Affecting

access to learning tools and resources such as text, audio, video, online discussions, and evaluation
results. This is a very useful tool for improving the quality of learning [2].
The presence of e-learning not only increases the speed of knowledge transfer, but in this method,
teaching, and learning activities shift from the form of teacher-centered delivery to the form of
student-centered delivery. E-learning appears as an important strategy to provide broad and easy
access on high-quality education [3].
Since 2000, the role of information technology in learning activities to support e-learning began to be
created by universities. In Indonesia, the concept of e-learning is usually applied in universities to
support learning activities and student administration [4], but now the concept of e-learning has been
used in the broader scope of education, which is not only limited to the scope of higher education.
One of the e-learning media that is currently popular in Indonesia is Ruangguru application.
Ruangguru application is an online learning application that provides various learning contents such
as tutorial videos, exercises, private lessons, and tryouts for elementary to high school students that
can be accessed through smartphone.
This study aims to analyze the factors that influence student acceptance on Ruangguru application.
The method used is the Technology Acceptance Model (TAM) where this method is one of the
models built to analyze and understand the factors that influence the acceptance of the use of
technology.

Literature Review
Technology Acceptance Model (TAM)
Technology Acceptance Model (TAM) is a well-established model that is based on the psychological
interaction of a user with technology and it addresses the issue of how users accept and use
information technology [5].
TAM is adopted from another popular theory called Theory of Reasoned Action (TRA) from the field
of social psychology that explains human behavior in general. TAM specifically explains the
determinants of acceptance on computer technology, and it can explain user acceptance in various
computing technologies [6].
TAM was first introduced by Davis in 1986, and it is one of the most widely used models in
information technology studies because it is simple and easy to use. TAM is a model used to explain
how users receive and use certain technologies. According to TAM, Actual System Use is directly or
indirectly influenced by Behavioral Intention of Use, Attitude Towards Using, Perceived Usefulness,
and Perceived Ease of Use perceived from the system [7].
TAM method is chosen to use in this study because prior research has found TAM as the most widely
used framework in the field of information systems to measure the acceptance of technology, its
validity has been empirically proven and highly predictive model of IT adoption [8][9].
Although the use of the TAM method has been used in various sectors, research on TAM’s
application in education was limited in the past [9]. Besides, the use of TAM method to predict and
explain the use of a learning management system has so far received little attention [8]. This study
delved more deeply into the TAM research by applying it in the education sector, namely the
Ruangguru e-learning application.
This study uses 5 (five) constructs of the TAM research model by Davis (1989) [10], namely
Perceived Usefulness, Perceived Ease of Use, Attitude Toward Using, Behavioral Intention of Use
and Actual System Use.

2 Jurnal Sistem Informasi (Journal of Information System), Volume 15, Issue 2, October 2019
 Hasanah, Wati, Riana/TAM Analysis on the Factors Affecting

Perceived Usefulness (PU)

Perceived Usefulness is defined as the subjective probability of prospective users in which using a
specific application system will improve their performance in the organizational context [8]. This
variable is measured based on easier learning indicators, learning performance, increasing
productivity, effectiveness, and usefulness.

Perceived Ease of Use (PEU)

Perceived Ease of Use is defined as the extent to which prospective users expect the system to be
effortless [8]. This variable is measured based on the indicators that are easy to use, to access, to
learn, to apply, and to understand.

Attitude Toward Using (ATU)

Perceived Usefulness and Perceived Ease of Use will influence individual Attitude Towards Using of
technology [6]. These variables are measured based on pleasant indicators, good ideas, and other
things considered necessary and supporting the learning process.

Behavioral Intention of Use (BI)

Behavioral Intention of Use defines the actual use of information systems which therefore determines
the acceptance of a technology [8]. The Behavioral Intention of Use will determine whether or not
someone will use technology [6].

Actual System Use (AUSE)

Actual System Use is influenced by two main elements, namely the Perceived Ease of Use and
Perceived Usefulness. Therefore, this construct is a reflection fragment of Behavioral Intention of Use
[11]. This variable is measured based on indicators that are continuously used, used for the learning
process, and used for certain processes.

E-Learning
E-learning is a learning process created by the interaction between digital content, network-based
services, and tutoring. E-learning is often referred to as the use of information and communication
technology networks in the teaching and learning process [12].
The benefits of using e-learning include the ability to share material in all types of formats such as
videos, slideshows, documents, and PDFs and to provide opportunities for students to adapt their
learning styles [13].

Ruangguru
Ruangguru is an online learning application that provides various learning content such as tutorial
videos, exercises, private lessons, and tryouts for elementary to high school students that can be
accessed through smartphone. Ruangguru application adopts tutoring services but is packaged in the
form of online so that the teaching and learning process can be accessed through smartphones
connected to the internet.
Figure 1 shows the home page of Ruangguru application.

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 Hasanah, Wati, Riana/TAM Analysis on the Factors Affecting

Source: Ruangguru Application (2019)

Figure 1. The Display of Ruangguru Application

Ruangguru company was established in 2014 by Belva Devara and Iman Usman. In 2017 Ruangguru
became a government partner to provide quality education through Learning Management System
through collaboration with 32 provincial governments and more than 326 city and district
governments in Indonesia.

Previous Studies
Understanding the user's preferences and characteristics are critical issues in improving e-learning
usage and affectiveness [14]. Previous research states that three factors influence student Attitudes
Towards Using e-learning. These factors are Perceived Usefulness, Perceived Ease of Use and content
design. These findings indicate that with great benefits, ease of use, and preferred e-learning system
design, students will have a better attitude towards the system [15].
Other studies have found that Behavioral Intention of Use of an e-learning system is the result of two
factors, namely Perceived Usefulness and Attitude Towards Using, where the Attitude Towards Using
factor is the most significant factor [16]. The attitude of students to educational technology can shape
behavior towards it and eventually lead them to accept it or not [17].
In this study, the relationship between factors such as the above research will be analyzed, with
additional links to the Actual System Use factor.

Conceptual Model
This study uses 5 (five) constructs of TAM research models, namely Perceived Usefulness, Perceived
Ease Of Use, Attitude Toward Using, Behavioral Intention of Use and Actual System Use. The
framework of this research can be illustrated in Figure 2.

4 Jurnal Sistem Informasi (Journal of Information System), Volume 15, Issue 2, October 2019
 Hasanah, Wati, Riana/TAM Analysis on the Factors Affecting

H1 Behavioralirl
H6
Perrceiived Acttuall
IInttentition off
Usseffullnessss Syststem Usse
Usse

H2
H3 H5

H4 Attitude
ttit
Perrceiived
Towarrdss
Easse off Usse
Usising

Figure 2. Framework

Based on the framework in Figure 2, the hypotheses can be developed as follows:

H1. Perceived Usefulness has a positive and significant effect on Behavioral Intention of Use.
H2. Perceived Usefulness has a positive and significant effect on Attitude Towards Using.
H3. Perceived Ease of Use has a positive and significant effect on Perceived Usefulness.
H4. Perceived Ease of Use has a positive and significant effect on Attitude Towards Using.
H5. Attitude Towards Using has a positive and significant effect on Behavioral Intention of Use.
H6. Behavioral Intention of Use has a positive and significant effect on Actual System Use.

Methodology
Sampling and Data Collection
Data collection in this study was conducted by survey method, which is in the form of an online
questionnaire by using Google Forms. The research sample was taken based on purposive sampling
technique. In this method, the selection of samples is carried out on certain qualities on the sample by
deciding what to know and to determine to find out the samples [18]. The required samples in this
study are Indonesian students, the Ruangguru application users and have subscribed to certain
learning packages for at least one month.
Prospective respondents are Instagram social media users who actively comment on Ruangguru's
official account, @ruangguru. Then manually, the message is sent to prospective responders via
Instagram direct messages. This message contains a brief introduction, research objectives, requests
for filling out the questionnaire and a link to Google Form to be able to access the questionnaire.
The number of respondents who filled out the questionnaire on Google Forms was 116 students, but
only 99 questionnaires were further processed. A total of 17 questionnaires were rejected because
they were invalid and did not meet the requirements. For example, students had not subscribed to
certain learning packages in the Ruangguru application.

Measurement Development
The questionnaire was designed to collect the information needed from respondents for research
purposes. The questionnaire is divided into three main aspects which are modifications of the
questionnaire used in previous studies, namely information about the background of respondents,
information about the experiences of respondents in using Ruangguru application, and information
based on the conceptual model. For the questionnaire measurement scale, questions were made by
adopting Likert scale of 5 points, namely 1 = Strongly Disagree, 2 = Disagree, 3 = Neutral, 4 = Agree,
and 5 = Strongly Agree.

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Analysis
Of the 116 questionnaires obtained through Google Forms, 99 were considered valid and further
processed. Profile of respondents shown in Table 1.

Table 1. Respondents Profile

Number of Respondents
Characteristics Category
Respondents %
Elementary students (SD) 2 2,02
Level of Middle school students (SMP) 21 21,21
Education High school students (SMA) 76 76,77
Total 99 100
Male 24 24,24
Gender Female 75 75,76
Total 99 100
< 6 months 50 50,51
Duration of
6-12 months 48 48,48
Application
Usage Time > 12 months 1 1,01
Total 99 100
Source: Data processed (2019)

After selecting the data obtained, the valid data was then processed by using SmartPLS 3 for further
analysis. The structural model constructed is illustrated in Figure 3.

Source: SmartPLS 3 (2019)

Figure 3. Structural Model

The structural model analysis was carried out with 3 (three) stages, namely the outer model analysis,
inner model analysis, and hypothesis testing.

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 Hasanah, Wati, Riana/TAM Analysis on the Factors Affecting

Outer Model Analysis

The outer model analysis is conducted to ensure that the measurements taken are feasible, valid, and
reliable by specifying the relationships between latent variables and their indicators.

Convergent Validity

The value of convergent validity is the value of loading factors on latent variables with their
indicators. The indicator is declared to be convergently valid if the value of the loading factor (λ) >=
0,5 [19]. Table 2 below shows that the research model has the value of loading factor for each
indicator >= 0,5. Therefore, the measures displayed adequate convergent validity.

Table 2. Loading Factor Value

Indicator Loading Factor Conclusion
Actual Sysem Use 1 (AUSE1) 0,669 Valid
Actual Sysem Use 2 (AUSE2) 0,868 Valid
Actual Sysem Use 3 (AUSE3) 0,867 Valid
Attitude Toward Using 1 (ATU1) 0,794 Valid
Attitude Toward Using 2 (ATU2) 0,821 Valid
Attitude Toward Using 3 (ATU3) 0,797 Valid
Attitude Toward Using 4 (ATU4) 0,856 Valid
Behavioral Intention of Use 1 (BI1) 0,800 Valid
Behavioral Intention of Use 2 (BI2) 0,782 Valid
Behavioral Intention of Use 3 (BI3) 0,780 Valid
Behavioral Intention of Use 4 (BI4) 0,730 Valid
Perceived Ease of Use 1 (PEU1) 0,785 Valid
Perceived Ease of Use 2 (PEU2) 0,743 Valid
Perceived Ease of Use 3 (PEU3) 0,856 Valid
Perceived Ease of Use 4 (PEU4) 0,784 Valid
Perceived Ease of Use 5 (PEU5) 0,725 Valid
Perceived Usefulness 1 (PU1) 0,833 Valid
Perceived Usefulness 2 (PU2) 0,824 Valid
Perceived Usefulness 3 (PU3) 0,801 Valid
Perceived Usefulness 4 (PU4) 0,646 Valid
Perceived Usefulness 5 (PU5) 0,778 Valid
Source: Data processed (2019)

Besides the value of loading factors, convergent validity can also be seen from the value of Average
Variance Extracted (AVE). A good model has an AVE value for each construct of more than 0,5 as
shown in Table 3 [19]. In this study, AVE value for each construct is above 0,5, so there are no
convergent validity problems in the tested model.

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 Hasanah, Wati, Riana/TAM Analysis on the Factors Affecting

Table 3. Average Variance Extracted Value

Construct AVE Conclusion
Actual System Use 0,651 Valid
Attitude Toward Using 0,668 Valid
Behavioral Intention of Use 0,598 Valid
Perceived Ease of Use 0,608 Valid
Perceived Usefulness 0,607 Valid
Source: Data processed (2019)

Discriminant Validity

Discriminant Validity can be tested by comparing the value of CR square root AVE with the
correlation value among constructs.

Table 4. Comparison of CR Square Root AVE with the

Correlation Among Constructs
Construct 1 2 3 4 5
1. AUSE 0,807
2. ATU 0,576 0,817
3. BI 0,643 0,616 0,773
4. PEU 0,576 0,691 0,652 0,780
5. PU 0,651 0,720 0,715 0,719 0,779
Source: Data processed (2019)

From Table 4, it can be seen that the square root value of AVE is greater than the correlation of each
construct, so it is concluded that there are no problems with discriminant validity.

Reliability or Unidimensionality Test

Reliability test is done to test the consistency of answers from respondents. The reliability or
unidimensionality test was conducted by using the composite reliability indicator and Cronbach
Alpha.

Table 5. Composite Reliability and Cronbach Alpha Value

Composite Cronbach
Construct
Reliability Alpha
Actual System Use 0,847 0,724
Attitude Toward Using 0,889 0,834
Behavioral Intention of Use 0,856 0,780
Perceived Ease of Use 0,886 0,838
Perceived Usefulness 0,885 0,837
Source: Data processed (2019)

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 Hasanah, Wati, Riana/TAM Analysis on the Factors Affecting

Table 5 shows that all constructs have composite reliability and Cronbach Alpha ranges between
0,724 and 0,838. It can be concluded that all five scales have an acceptable internal consistency based
on the 0.70 threshold value of Nunnally (1978) [20]. Table 5 also indicates that all factors have
composite reliability of at least 0.80, which is higher than the threshold value of 0.70 [20]. It can be
concluded that there are no problems with reliability or unidimensionality in the model.

Inner Model Analysis

Inner model analysis or structural analysis model is carried out to ensure that the structural models are
robust and accurate. This analysis is done by testing the significance of the influence between
variables by looking at t-statistics or t-values. The relationship is significant if the t-statistic value is >
1.96 at the 5% level [21].

Table 6. T-Statistic Value

T-statistic Information
Attitude Toward Using ->
1,818 Insignificant
Behavioral Intention of Use
Behavioral Intention of Use ->
11,589 Significant
Actual System Use
Perceived Ease of Use ->
2,690 Significant
Attitude Toward Using
Perceived Ease of Use ->
14,502 Significant
Perceived Usefulness
Perceived Usefulness ->
3,900 Significant
Attitude Toward Using
Perceived Usefulness ->
4,694 Significant
Behavioral Intention of Use
Source: Data processed (2019)

From Table 6 it can be concluded that of the 6 relationships described in the structural model, there
are 5 significant variable relationships while 1 relationship was not significant, namely the
relationship between Attitude Toward Using and Behavioral Intention of Use.

Hypothesis Test
The coefficient of determination (R2) is used to measure how far the ability of the model in explaining
variations of the independent variable. The coefficient of determination (R2) is between zero and one
(0 < R2 < 1). The greater the coefficient of determination, the greater the variation of the independent
variable affects the dependent variable. The influence criteria R2can be seen in Table 7.
Table 7. Determination Coefficient Interval and
Level of Influence
Coefficient Interval Influence Level
0,00 – 0,20 Very weak
0,21 – 0,40 Weak
0,41 – 0,70 Strong
0,71 – 0,90 Very Strog
0,91 – 0,99 Extremely Strong
Source: Siri et al. (2017) [22]
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 Hasanah, Wati, Riana/TAM Analysis on the Factors Affecting

Hypothesis test can be seen from the value of t-statistics as a Critical Ratio (CR) value and probability
value. For the hypothesis test using statistical values for the alpha value of 5%, the t-statistical value
used is 1.96. Therefore, the acceptance criteria for the hypothesis are if the t-statistic is > 1.96 and the
p value is < 0.05. The results of hypothesis test can be seen in Table 8 below:

Table 8. Hypothesis Test Results

Dependent
2
Variables R Adj. R2 β T P Results
DV PU .517 .512
PEU .728 14,502 .000 H3 accepted
DV BI .532 .523
PU .580 4,694 .000 H1 accepted
ATU .199 1,818 .070 H5 rejected
DV ATU .581 .572
PU .469 3,900 .000 H2 accepted
PEU .351 2,690 .007 H4 accepted
DV AUSE .413 .407
BI .655 11,589 .000 H6 accepted
Source: Data processed (2019)

Hypothesis 3 examines the relationship between Perceived Ease of Use and Perceived Usefulness.
The results show that the Perceived Ease of Use (β = 0.728, t-statistic > 1.96, p < 0.05) had a positive
and significant effect on Perceived Usefulness in the use of Ruangguru application. This means that if
the Perceived Ease of Use increases, the Perceived Usefulness will linearly increase as well.
Therefore, H3 was accepted. Furthermore, the value of R2 shows a value of 0.517, meaning that the
influence of Perceived Ease of Use on Perceived Usefulness is at 51.7% with the level of influence
"Strong".
Hypothesis 1 and 5 examine the relationship between Perceived Usefulness and Attitude Towards
Using on Behavioral Intention of Use. The results show that Perceived Usefulness (β = 0.580, t-
statistic > 1.96, p < 0.05) had a positive and significant effect while Attitude Towards Using (β =
0.199, t-statistic < 1.96, p > 0, 05) did not have a significant effect on Behavioral Intention of Use.
Therefore, the conclusion is that H1 was accepted, and H5 was rejected. Furthermore, the value of R2
shows the value of 0.532, meaning that the influence of Perceived Usefulness and Attitude Towards
Using on Behavioral Intention of Use is at 53.2% with the level of influence "Strong".
Hypothesis 2 and 4 examine the relationship between Perceived Usefulness and Perceived Ease of
Use on Attitude Towards. The results show that Perceived Usefulness (β = 0.469, t-statistics > 1.96, p
< 0.05) and Perceived Ease of Use (β = 0.351, t-statistics > 1.96, p < 0.05) have a positive and
significant effect on Attitude Towards Using, so H2 and H4 are accepted. Furthermore, the R2 value is
0.581, meaning that the influence of Perceived Usefulness and Perceived Ease of Use on Attitude
Towards Using at 58.1% with the influence level of "Strong".
Hypothesis 6 examine the relationship between Behavioral Intention of Use on Actual System Use.
The results show that Behavioral Intention of Use (β = 0.655, t-statistics > 1.96, p < 0.05) had a
positive and significant effect to Actual System Use, so H6 were accepted. Furthermore, the value of
R2 is 0.413, meaning that the influence of Behavioral Intention of Use and Attitude Towards Using on
Actual System Use is at 41.3% with the influence level of "Strong".

10 Jurnal Sistem Informasi (Journal of Information System), Volume 15, Issue 2, October 2019
 Hasanah, Wati, Riana/TAM Analysis on the Factors Affecting

Discussion

In this study, student’s acceptance in using Ruangguru application was identified based on 5
constructs of TAM model. The results of the statistical test give the conclusion that of the 6
hypotheses studied, 1 hypothesis was rejected and 5 other hypotheses were accepted.
The relationship of Attitude Towards Using with Behavioral Intention of Use was insignificant and
the hypothesis was rejected. This means that the attitude of students’ use does not affect students’
intentions in using Ruangguru application. This rejects the results of previous studies which state that
the attitude of students to educational technology can shape behavior towards it and eventually lead
them to accept it or not [17].
The relationship of Perceived Ease of Use to Attitude Towards Using was significant. Therefore, the
much easier the Ruangguru application is, the higher the attitude towards using of students’ will be.
This supports the results of previous studies which state that Perceived Ease of Use is one of the
factors that influence Attitude Towards Using [15].
The relationship of Perceived Ease of Use to Perceived Usefulness has the most significant influence.
This means that the use factor of Ruangguru application which is easy makes students feel that
Ruangguru application is useful. This rejects the results of previous studies which state that Perceived
Ease of Use does not significantly impact Perceived Usefulness [23].
In addition, Perceived Usefulness is significant to Behavioral Intention of Use. Therefore, it can be
concluded that if students feel Ruangguru application is useful, so the students' attitudes towards the
use of Ruangguru application will significantly increase as well. This supports the results of previous
studies which state that Perceived Usefulness is one of the factors that influence Behavioral Intention
of Use [16].
Perceived Usefulness is simultaneously significant to Attitude Towards Using. Therefore, it can be
concluded that if students feel Ruangguru application is useful, so the students' attitudes towards the
use of Ruangguru application will significantly increase as well. This supports the results of previous
studies which state that Perceived Usefulness is one of the factors that influence Attitude Towards
Using [15].
Furthermore, Behavioral Intention of Use is significant on Actual System Use. This means that if the
intention towards using of student’s increase, it will actually increase the use of Ruangguru
applications by students as well. This supports the results of previous studies which state that Actual
System Use of e-systems especially the e-learning ones is directly affected by the Behavioral
Intention [24].

Conclusions and Recommendations

In this study, the TAM model is used to assess student acceptance of the Ruangguru e-learning
application. This application is one of the e-learning applications that are quite popular among
elementary to high school students in Indonesia because it offers the convenience of private tutoring
without having to meet with the teacher.

In the research results discussed above, the ease of use factor is stated as the most determining factor
for students in using e-learning applications, in this case, Ruangguru application. When e-learning
applications are considered easy to use, the implication is that students will use these applications to
support learning activities.

From the conclusions above, it is highly recommended that Ruangguru keeps improving the features
of Ruangguru application to make it easier to use and to meet the students’ needs in the learning
process. These convenience factors include the ease of application to be used, operated, accessed,
studied, and applied. Moreover, the material delivery factor that is easy to understand is also very
important, considering the main purpose of this application is to support the learning process of
students in understanding lessons at school.

Jurnal Sistem Informasi (Journal of Information System), Volume 15, Issue 2, October 2019 11
 Hasanah, Wati, Riana/TAM Analysis on the Factors Affecting

Future research is expected to be able to analyze further about external factors that might influence,
such as Self-Efficacy (SE), Subjective Norm (SN), Enjoyment (ENJOY), Computer Anxiety (CA)
and Experience (EXP).

Questionnaire Items
Perceived Usefulness
PU1. Ruangguru application makes it easy for me to understand the subject matter.
PU2. The Ruangguru application helps me prepare for the exam.
PU3. The Ruangguru application helps improve grades in school.
PU4. Ruangguru application is alternative learning besides taking private lessons.
PU5. The Ruangguru application helps students who have difficulty understanding lessons at
school.

Perceived Ease Of Use

PEU1. The Ruangguru application is easy to use.
PEU2. The Ruangguru application is easy to access.
PEU3. The Ruangguru application is easy to learn.
PEU4. The Ruangguru application is easy to implement.
PEU5. The method of delivering the material used in the Ruangguru application is easy to
understand.

Attitude Toward Using

ATU1. I like the Ruangguru application.
ATU2. Using the Ruangguru application is a good idea.
ATU3. I need to use the Ruangguru application.
ATU4. Ruangguru application is the best solution to support my learning process.

Behavioral Intention of Use

BI1. Ruangguru application is useful to support my learning online.
BI2. The Ruangguru application helps students who are less able in terms of costs if they take
regular private lessons.
BI3. Ruangguru application is cheaper than ordinary private lessons.
BI4. The Ruangguru application is more effective and efficient to follow than regular private
lessons.

Actual System Use

AUSE1. I intend to use and subscribe to Ruangguru for the long term.
AUSE2. I will use the Ruangguru application to support the daily learning process.
AUSE3. I use the Ruangguru application as an alternative aid in overcoming obstacles while
studying.

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