Examining Student Acceptance and Attitudes Toward the Learning Management System Through the Lens of the Technology Acceptance Model and the Information System Success Model

The era of digital transformation has an impact on all areas, including the field of education. Dian Harapan High School Cikarang is among the schools that have embraced digital transformation in education, integrating it into various aspects of both learning and assessment activities. This situation has led to the need for this study, which seeks to explore the attitudes and acceptance of students at Dian Harapan High School towards the digital learning management system that the school has been implementing. A questionnaire was distributed to all 224 students at Dian Harapan High School Cikarang. Out of those, 200 students completed it, and 192 valid responses were obtained. This study looks at the factors influencing students' attitudes and acceptance of the Learning Management System (LMS). To achieve this, the Technology Acceptance Model (TAM) was combined with the Information System Success Model (ISSM), and ten hypotheses were analyzed. The results showed that seven hypotheses were supported, while three-H1, H2, and H8-did not show a positive effect. Structural Equation Modeling (SEM) was used to examine the relationships. The findings revealed that Service Quality (SeQ) positively impacts Perceived Usefulness (PU), Information Quality (IQ) and System Quality (SyQ) positively influence Perceived Ease of Use (PEOU), Service Quality (SeQ) also has a positive effect on Perceived Ease of Use (PEOU). Additionally, Perceived Ease of Use (PEOU) positively influences Perceived Usefulness (PU), Perceived Ease of Use (PEOU) positively affects Attitude (AT), and Attitude (AT) positively influences Behavioral Intention (BI). However, the results also reveal that Information Quality (IQ) does not have a significant impact on Perceived Usefulness (PU), System Quality (SyQ) does not affect Perceived Usefulness (PU), and Perceived Usefulness (PU) does not influence Attitude (AT).