The Influence of Perceived Learning Management System Quality on Student Engagement in the Educational Technology Study Program

Abstract

This study aims to determine the effect of the perceived quality of the Learning Management System (LMS) on student engagement in the Educational Technology Study Program. The study used a quantitative approach with a cross-sectional survey design, involving 45 students as participants, selected through purposive sampling based on having participated in learning through the Moodle-based LMS for one semester (16 meetings). Data were collected using the LMS Quality Scale (25 items, covering five dimensions, namely system quality, information quality, instructional quality, interaction quality, and learning quality) and the Online Student Engagement/OSE Scale (19 items) to measure student learning engagement. Both instruments were first pilot-tested with 42 respondents before being used in the main data collection. Data analysis included validity and reliability tests (Cronbach's Alpha), classical assumption tests (normality, linearity, and heteroscedasticity), Pearson correlation, and simple linear regression. The results showed that all instrument items were valid and reliable (Cronbach's Alpha LMS Quality Scale = 0.968; OSE Scale = 0.942). The classical assumption tests were fully met. The results of the correlation analysis showed a positive and significant relationship between perceived LMS quality and student engagement (r = 0.593; p < 0.05). The regression analysis produced the equation Y = 38.834 + 0.385X with F = 23.300 (p < 0.05) and a coefficient of determination (R²) of 0.351, which means that perceived LMS quality contributed 35.1% to the variation in student engagement, with an effect size (Cohen's f²) of 0.542 (large category). These findings confirm that LMS quality plays an important role in encouraging student engagement in technology-based learning.