Page 194 - Institusi Pendidikan Tinggi Di Era Digital: Pemikiran, Permodelan, Dan Praktik Baik

Institusi Pendidikan Tinggi di Era Digital: Pemikiran, Permodelan dan Praktek Baik 181

PERCEIVED
SATISFACTION

 = 0.124
t = 2.49

SERVICE  = 0,481
QUALITY t = 7,329

 = 0.013
t =0.285

BEHAVIORAL
INTENTION

Figure 2. Structural Equation Model

Table 1. Hyphotesis Testing Result

Path Coefficient Result R Square t table Conclusion
Service quality  0.124 1.54% 2.49 1,96 Significant
perceived satisfaction (Accept)
Service quality  0.013 0,0169% 0,258 1,96 Not Significant
intention to use (Not accepted)
Perceived service  0.481 23,14% 7.239 1,96 Significant
intention to use (Hypothesis
accepted)

Finding:
1. This study successfully proved that the service quality significantly
influenced the perceived satisfaction. Service quality that shows how
UT instructors provide feedback, respond and always provide solutions
to the problems students can significantly affect the perceived
satisfaction. It means that service quality can affect the satisfaction of
MOOCs-UT participants which is represented by the perceived benefit
of helping to increase knowledge, provide online learning experiences
and instructor-responsive support at the time of interaction.
2. Service quality did not significantly influence the intention to use
Tutorial-UT. This finding indicates that the service quality that showed
how instructors provide feedback, respond and always provide