Susi Oklatifa, Dodo Zaenal Abidin, Nurhadi

Analisis Kepuasan Pengguna Youtube Sebagai Media Belajar Mandiri Menggunakan Metode End User Computing Satisfaction (EUCS)

Introduction

Analisis kepuasan pengguna youtube sebagai media belajar mandiri menggunakan metode end user computing satisfaction (eucs). Analisis kepuasan mahasiswa pengguna YouTube sebagai media belajar mandiri menggunakan metode EUCS. Akurasi, kemudahan, & ketepatan waktu pengaruhi kepuasan, namun konten & format perlu ditingkatkan.

Abstract

Di era digital saat ini, platform seperti YouTube telah menjadi salah satu media utama dalam mendukung pembelajaran mandiri mahasiswa. Namun, efektivitas dan kepuasan pengguna terhadap YouTube sebagai media belajar belum banyak diteliti secara sistematis, khususnya dalam konteks pendidikan tinggi di Indonesia. Penelitian ini bertujuan untuk menganalisis kepuasan pengguna YouTube sebagai media belajar mandiri di kalangan mahasiswa Universitas Dinamika Bangsa Jambi dengan menggunakan metode End User Computing Satisfaction (EUCS). Lima dimensi utama EUCS, yaitu content, accuracy, format, ease of use, dan timeliness digunakan sebagai variabel penelitian. Model penelitian dikembangkan berdasarkan teori EUCS dan diuji menggunakan teknik Partial Least Squares-Structural Equation Modeling (PLS-SEM) dengan SmartPLS versi 3.2.9. Data dikumpulkan melalui survei kuesioner yang disebarkan kepada mahasiswa aktif pengguna YouTube sebagai media belajar. Sebanyak 387 responden berpartisipasi dalam penelitian ini, dengan seluruh data yang valid untuk dianalisis. Hasil penelitian menunjukkan bahwa accuracy, ease of use, dan timeliness memiliki pengaruh signifikan terhadap kepuasan pengguna, sementara content dan format tidak berpengaruh signifikan. Temuan ini mengindikasikan bahwa meskipun YouTube memberikan kemudahan akses dan ketepatan waktu, kualitas content serta format penyajian masih menjadi tantangan bagi kepuasan pengguna secara keseluruhan. Implikasi dari penelitian ini menyoroti perlunya peningkatan kurasi content dan pengembangan tampilan antarmuka yang lebih terstruktur untuk meningkatkan pengalaman belajar pengguna YouTube.

Review

This study tackles a highly pertinent topic: the role of YouTube in facilitating self-directed learning among university students, particularly within the Indonesian educational landscape where systematic research is needed. The application of the End User Computing Satisfaction (EUCS) method, combined with a rigorous quantitative approach using Partial Least Squares-Structural Equation Modeling (PLS-SEM) and a substantial sample size of 387 respondents, demonstrates a robust methodological foundation. The research effectively fills a gap by systematically analyzing user satisfaction, providing valuable insights into how students at Universitas Dinamika Bangsa Jambi perceive YouTube as a learning tool. The findings offer nuanced and significant insights into the drivers of user satisfaction. It is particularly insightful to note that 'accuracy,' 'ease of use,' and 'timeliness' significantly contribute to satisfaction, confirming YouTube's inherent strengths in accessibility and the rapid availability of information. Conversely, the non-significant impact of 'content' and 'format' is a critical takeaway, suggesting that while the platform itself is easy to navigate and access, the intrinsic quality and structured presentation of educational material on YouTube still present considerable challenges for overall user satisfaction. The study's implications, highlighting the necessity for improved content curation and a more structured interface, are highly practical and relevant for both educators and platform developers aiming to optimize YouTube for educational purposes. While the study provides a solid quantitative analysis, a deeper qualitative exploration into the specific aspects underpinning the non-significant findings for 'content' and 'format' could further enrich the research. For instance, understanding *what exactly* makes content quality or format presentation inadequate from the student's perspective would offer more actionable recommendations. Future research could benefit from adopting mixed-methods approaches to uncover these nuances. Additionally, exploring the generalizability of these findings beyond a single institution, perhaps through comparative studies across different universities or student demographics, would enhance the broader applicability and impact of these valuable conclusions. Despite these suggestions for refinement, this research makes a valuable contribution to the understanding of digital learning environments and serves as a strong foundation for future investigations into optimizing user satisfaction with online learning platforms.

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