Neneng Rostika, Yunus Abidin, Dede Trie Kurniawan

Usability Analysis of Digital Learning Media Based on Google Sites Using the SUS Scale

Introduction

Usability analysis of digital learning media based on google sites using the sus scale. Evaluate Google Sites digital learning media usability using the SUS scale. Findings show a 'Good' (79 SUS score) and acceptable user experience, providing insights for educational improvements.

Abstract

Purpose of the study: This study aims to evaluate the usability of digital learning media developed using Google Sites through a systematic and standardized measurement approach. The main focus is to identify whether the media is easy to use, engaging, and acceptable from the users’ perspective. Methodology: This study employed the System Usability Scale (SUS) method, combined with a literature review of related studies. The SUS questionnaire was used as the main tool for data collection, while scoring and analysis were performed with standardized calculation procedures to evaluate usability outcomes. Main Findings: The results showed that the digital learning media developed with Google Sites achieved an average SUS score of 79. This score falls into the “Good” category, equivalent to a grade scale of C, and is classified as “acceptable.” Users demonstrated positive perceptions regarding its usability, indicating effectiveness while also highlighting the need for further development. Novelty/Originality of this study: This study provides new insights into usability evaluation of Google Sites as a digital learning medium using the SUS method. It contributes by highlighting practical user perceptions and offering evidence-based recommendations for further improvement, thereby expanding knowledge about effective integration of accessible online platforms in education.

Review

This study presents a timely and relevant evaluation of digital learning media developed using Google Sites, a platform increasingly utilized for its accessibility and ease of deployment. The paper clearly articulates its purpose: to systematically assess the usability of such media, focusing on aspects critical for effective learning environments, namely ease of use, engagement, and user acceptability. Given the continued reliance on digital tools in education, a rigorous usability analysis is crucial for optimizing learning experiences, and this study positions itself well to contribute to this important domain. The methodology employed, centered around the System Usability Scale (SUS), is a well-established and standardized approach for measuring usability, lending credibility to the findings. The integration of a literature review further suggests a grounded understanding of the field. The core finding—an average SUS score of 79—is clearly presented and interpreted. Categorized as "Good," equivalent to a grade C, and deemed "acceptable," this score indicates generally positive user perceptions regarding the media's usability and effectiveness. The explicit acknowledgment of a "need for further development," despite the positive score, demonstrates a balanced and realistic assessment. The study's novelty lies in its specific application of the SUS method to Google Sites as a digital learning medium, offering concrete, evidence-based insights into its practical usability from a user perspective. By providing data on user perceptions and recommendations for improvement, it contributes to the empirical understanding of integrating accessible online platforms in educational contexts. This work is valuable for educators, developers, and researchers seeking to enhance the design and implementation of digital learning resources, offering practical guidance for optimizing the user experience within such widely available platforms.

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