Analysis of the utilization of the Learning Management System (LMS) as a learning media in the Physics Education Department Universitas Syiah Kuala

Abstract This paper presents an analysis of the use of the Learning Management System (LMS) as a learning media for students of the Department of Physics Education at Universitas Syiah Kuala. It aims to determine student and lecturer perceptions, assess the advantages and challenges of LMS, and stud...

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Bibliographic Details
Published in:Journal of physics. Conference series 2023-09, Vol.2596 (1), p.12070
Main Authors: Mahzum, E, Sofyan, H, Nasrudin, M F, Mailizar, M, Herliana, F
Format: Article
Language:English
Subjects:
Correlation analysis
Education
Educational objectives
Learning
Learning management systems
Physics
Students
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Summary:Abstract This paper presents an analysis of the use of the Learning Management System (LMS) as a learning media for students of the Department of Physics Education at Universitas Syiah Kuala. It aims to determine student and lecturer perceptions, assess the advantages and challenges of LMS, and study its correlation with learning outcomes. Data was collected through a survey distributed to 13 lecturers and 35 students. The survey questionnaire included 7 statements on LMS use by lecturers and 5 questions on student access frequency during learning. Data were analyzed with quantitative descriptive and descriptive statistics with correlation analysis to determine the correlation of LMS to student learning outcomes. The results showed that most students and lecturers had positive perceptions of LMS and often used it for physics courses. This study also found a significant positive relationship between the frequency of LMS use and student learning outcomes. LMS is highly beneficial, enabling flexible learning. However, some lecturers’ technical skill gaps hinder LMS-based lectures in some courses. Encourage instructors and administrators to support LMS use. This study contributes to the literature on LMS in higher education, especially for physics education.
ISSN:1742-6588
1742-6596
DOI:10.1088/1742-6596/2596/1/012070