THE EFFECT OF PERCEIVED USEFULNESS AND PERCEIVED EASE OF USE ON THE GOOGLE CLASSROOM AGAINST LEARNING MOTIVATION
This study aims to determine: (1) the effect of Perceived Usefulness on the use of Google Classroom on learning motivation, (2) the effect of Perceived Ease of Use on the use of Google Classroom on learning motivation, (3) the effect of Perceived Usefulness and Perceived Ease of Use on the use of Go...
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Sekolah Tinggi Manajemen Informatika dan Komputer (STMIK) Pringsewu
2021-06-01
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doaj-0fad7b6f8f2a42ddaf67bc3f723779232021-07-05T02:53:26ZindSekolah Tinggi Manajemen Informatika dan Komputer (STMIK) PringsewuJurnal TAM2339-11032579-42212021-06-011211932829THE EFFECT OF PERCEIVED USEFULNESS AND PERCEIVED EASE OF USE ON THE GOOGLE CLASSROOM AGAINST LEARNING MOTIVATIONNabila Nada Tuffahati0Jaka Nugraha1Pendidikan Administrasi Perkantoran, Fakultas Ekonomi, Universitas Negeri SurabayaPendidikan Administrasi Perkantoran, Fakultas Ekonomi, Universitas Negeri SurabayaThis study aims to determine: (1) the effect of Perceived Usefulness on the use of Google Classroom on learning motivation, (2) the effect of Perceived Ease of Use on the use of Google Classroom on learning motivation, (3) the effect of Perceived Usefulness and Perceived Ease of Use on the use of Google Classroom on learning motivation. This research consists of several constructs. Those are Perceived Usefulness (X1), Perceived Ease of Use (X2) Learning Motivation (Y). The data collection method used is a research questionnaire whose data are analyzed using the SPSS 25 program with 75 respondents from Class 2017, students of Office Administration Education, Faculty of Economics, Surabaya State University. This research will be conducted with quantitative methods using multiple linear regression analysis. The results of this study indicate that there is a significant effect of Perceived Usefulness on learning motivation. It can be seen from the T-test results on X1, which is significant (X1) 0.001 <0.05, so that H1 is accepted. Perceived Ease of Use has a considerable influence on learning motivation. It can be seen from the T-test results on X2 with a significant value of 0.003 <0.05, so that H2 is accepted. The influence of Perceived Usefulness and Perceived Ease of Use on learning motivation has a percentage of 51.3%. Meanwhile, other variables that influence and are examined yet in this study amounted to 48.7%. It shows that if the respondent feels that Google Classroom is valuable and easy to use, the respondent will use Google Classroom.http://ojs.stmikpringsewu.ac.id/index.php/JurnalTam/article/view/1005technology acceptance model, perceived usefulness, perceived ease of use, google classroom, learning motivation |
collection |
DOAJ |
language |
Indonesian |
format |
Article |
sources |
DOAJ |
author |
Nabila Nada Tuffahati Jaka Nugraha |
spellingShingle |
Nabila Nada Tuffahati Jaka Nugraha THE EFFECT OF PERCEIVED USEFULNESS AND PERCEIVED EASE OF USE ON THE GOOGLE CLASSROOM AGAINST LEARNING MOTIVATION Jurnal TAM technology acceptance model, perceived usefulness, perceived ease of use, google classroom, learning motivation |
author_facet |
Nabila Nada Tuffahati Jaka Nugraha |
author_sort |
Nabila Nada Tuffahati |
title |
THE EFFECT OF PERCEIVED USEFULNESS AND PERCEIVED EASE OF USE ON THE GOOGLE CLASSROOM AGAINST LEARNING MOTIVATION |
title_short |
THE EFFECT OF PERCEIVED USEFULNESS AND PERCEIVED EASE OF USE ON THE GOOGLE CLASSROOM AGAINST LEARNING MOTIVATION |
title_full |
THE EFFECT OF PERCEIVED USEFULNESS AND PERCEIVED EASE OF USE ON THE GOOGLE CLASSROOM AGAINST LEARNING MOTIVATION |
title_fullStr |
THE EFFECT OF PERCEIVED USEFULNESS AND PERCEIVED EASE OF USE ON THE GOOGLE CLASSROOM AGAINST LEARNING MOTIVATION |
title_full_unstemmed |
THE EFFECT OF PERCEIVED USEFULNESS AND PERCEIVED EASE OF USE ON THE GOOGLE CLASSROOM AGAINST LEARNING MOTIVATION |
title_sort |
effect of perceived usefulness and perceived ease of use on the google classroom against learning motivation |
publisher |
Sekolah Tinggi Manajemen Informatika dan Komputer (STMIK) Pringsewu |
series |
Jurnal TAM |
issn |
2339-1103 2579-4221 |
publishDate |
2021-06-01 |
description |
This study aims to determine: (1) the effect of Perceived Usefulness on the use of Google Classroom on learning motivation, (2) the effect of Perceived Ease of Use on the use of Google Classroom on learning motivation, (3) the effect of Perceived Usefulness and Perceived Ease of Use on the use of Google Classroom on learning motivation. This research consists of several constructs. Those are Perceived Usefulness (X1), Perceived Ease of Use (X2) Learning Motivation (Y). The data collection method used is a research questionnaire whose data are analyzed using the SPSS 25 program with 75 respondents from Class 2017, students of Office Administration Education, Faculty of Economics, Surabaya State University. This research will be conducted with quantitative methods using multiple linear regression analysis. The results of this study indicate that there is a significant effect of Perceived Usefulness on learning motivation. It can be seen from the T-test results on X1, which is significant (X1) 0.001 <0.05, so that H1 is accepted. Perceived Ease of Use has a considerable influence on learning motivation. It can be seen from the T-test results on X2 with a significant value of 0.003 <0.05, so that H2 is accepted. The influence of Perceived Usefulness and Perceived Ease of Use on learning motivation has a percentage of 51.3%. Meanwhile, other variables that influence and are examined yet in this study amounted to 48.7%. It shows that if the respondent feels that Google Classroom is valuable and easy to use, the respondent will use Google Classroom. |
topic |
technology acceptance model, perceived usefulness, perceived ease of use, google classroom, learning motivation |
url |
http://ojs.stmikpringsewu.ac.id/index.php/JurnalTam/article/view/1005 |
work_keys_str_mv |
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