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Available Computer
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Procedia Computer Science 197 (2022) 512–520

Sixth Information Systems International Conference (ISICO 2021)

Sixth Information Systems International Conference (ISICO 2021)
Acceptance
Acceptance analysis
analysis of
of NUADU
NUADU asas e-learning
e-learning platform
platform using
using the
the
Technology Acceptance Model (TAM) approach
Technology Acceptance Model (TAM) approach
Sri Rahayu Natasia*, Yuyun Tri Wiranti, Anggi Parastika
Sri Rahayu Natasia*, Yuyun Tri Wiranti, Anggi Parastika
Department of Information Systems, Institut Teknologi Kalimantan, Jl. Soekarno-Hatta Km. 15, Balikpapan, 76127, Indonesia
Department of Information Systems, Institut Teknologi Kalimantan, Jl. Soekarno-Hatta Km. 15, Balikpapan, 76127, Indonesia

Abstract
Abstract
The sudden change in the learning process during the Covid-19 pandemic has brought schools at all levels to adopt e-learning. In
The suddenwe
this study, change in user
analyze the learning process
acceptance during the
of NUADU Covid-19
platform pandemic
in private hasinbrought
schools schools
Balikpapan, at all levels
Indonesia. Thetoextended
adopt e-learning.
Technology In
this study, we analyze user acceptance of NUADU platform in private schools in Balikpapan, Indonesia. The extended
Acceptance Model is used as a reference model. The study results indicate that facilitating conditions have a significant effect on Technology
Acceptanceusefulness.
perceived Model is used as aconstructs
All core reference model.
of TAMThehavestudy results indicate
a significant effect that facilitating
except conditions
the relationship have aperceived
between significant effect
ease on
of use
perceived
and usefulness.
attitude All core
and perceived constructs
usefulness andofbehavior.
TAM have a significant
Based on these effect except
findings, the relationshipare
recommendations between perceived
then made ease of use
to strengthen the
and attitudeofand
acceptance perceived
NUADU usefulness and behavior. Based on these findings, recommendations are then made to strengthen the
platform.
acceptance of NUADU platform.
©
© 2021
2021 The
The Authors.
Authors. Published
Published by by ELSEVIER
Elsevier B.V.B.V.
© 2021
This is The
an Authors.
open access Published
article by
under ELSEVIER B.V.
This is
This is an
an open
open access
access article under the
article under the CC
the CC BY-NC-ND
CC
license (https://creativecommons.org/licenses/by-nc-nd/4.0)
BY-NC-ND license
BY-NC-ND
(https://creativecommons.org/licenses/by-nc-nd/4.0)
license (https://creativecommons.org/licenses/by-nc-nd/4.0)
Peer-review
Peer-review under responsibility of the scientificcommittee
under responsibility of the scientific committeeofofthe theSixth
SixthInformation
Information Systems International
Systems Conference.
International Conference.
Peer-review under responsibility of the scientific committee of the Sixth Information Systems International Conference.
Keywords: Covid-19; school; E-Learning; NUADU; TAM
Keywords: Covid-19; school; E-Learning; NUADU; TAM

1. Introduction
1. Introduction
The current state of the COVID-19 pandemic has greatly affected almost all aspects of people's lives, including the
The current
education state
sector. Theofcall
the not
COVID-19
to leave pandemic
the house has
and greatly
gather inaffected
crowdsalmost
createsallproblems
aspects ofinpeople's lives, including
the education the
sector where
education sector. The call not to leave the house and gather in crowds creates problems in the education
learning is usually done face-to-face. Responding to this, the Minister of Education and Culture prepared a directivesector where
learning
in is usually
the form done face-to-face.
of a circular. The directionResponding to this,
in the circular of the
the Minister
Minister of
ofEducation
EducationandandCulture
Cultureprepared a directive
of the Republic of
in the form of a circular. The direction in the circular of the Minister of Education and Culture of
Indonesia number 4 of 2020 concerning the implementation of the Education policy in the emergency period of the the Republic of
Indonesia number 4 of 2020 concerning the implementation of the Education policy in the emergency
spread of Coronavirus Disease, namely the process of learning from home through online/distance learning is carried period of the
spread of Coronavirus Disease, namely the process of learning from home through online/distance learning is carried

* Corresponding author. E-mail address: natasia.ayu@lecturer.itk.ac.id

* Corresponding author. E-mail address: natasia.ayu@lecturer.itk.ac.id
1877-0509 © 2021 The Authors. Published by ELSEVIER B.V.
1877-0509 © 2021
This is an open Thearticle
access Authors. Published
under by ELSEVIER
the CC BY-NC-ND B.V.(https://creativecommons.org/licenses/by-nc-nd/4.0)
license
This is an open
Peer-review access
under article under
responsibility the scientific
of the CC BY-NC-ND license
committee (https://creativecommons.org/licenses/by-nc-nd/4.0)
of the Sixth Information Systems International Conference.
Peer-review under responsibility of the scientific committee of the Sixth Information Systems International Conference.

1877-0509 © 2021 The Authors. Published by Elsevier B.V.

This is an open access article under the CC BY-NC-ND license (https://creativecommons.org/licenses/by-nc-nd/4.0)
Peer-review under responsibility of the scientific committee of the Sixth Information Systems International Conference.
10.1016/j.procs.2021.12.168
 Sri Rahayu Natasia et al. / Procedia Computer Science 197 (2022) 512–520 513
2 Sri Rahayu Natasia et al. / Procedia Computer Science 00 (2021) 000–000

out to provide meaningful learning experiences for students, without being burdened by demands completing all
curriculum achievements for grade promotion and graduation [1]. The Luqman Al-Hakim Balikpapan Integral
Education Institute is one of the schools that has just adopted technology-based learning in the new school year at the
start of the pandemic. Previously, teaching and learning activities at this school were carried out with the help of
Google Classroom. However, due to the limitations of Google Classroom in providing automated quizzes and tests,
the school decided to adopt a new e-learning platform, namely NUADU. The NUADU platform is a paid educational
application that helps to achieve goals and provide education according to the needs of the organization. The platform
is filled with exam question banks, which contain thousands of contents that meet the national curriculum. The
NUADU data-based system helps identify student learning limitations by providing content and tools to facilitate
learning needs. NUADU evaluates and tracks progress through analysis, reporting, and progress charts and provides
educators and students with insights [2]. Schools hope to apply NUADU as a medium of online learning that can help
achieve the vision, mission, and goals of the school as well as designing and monitoring student learning online.
The selection of the e-learning platform must be in accordance with the needs of the school to determine the
acceptance and utilization factors of a system. However, the application of an e-learning system such as NUADU
certainly has concerns that need to be addressed. Implementing a new system in schools can be very complex and
inconvenient for users [3]. Based on the results of interviews conducted with the principal of the elementary school of
Luqman Al-Hakim, NUADU as a paid platform has various complex functions. The current implementation of
NUADU has problems, namely that some teachers still do not understand enough to access the learning features
provided by the platform. So that the use of the features that exist in NUADU is not maximized by the teacher. This
causes the use of NUADU's paid platform to be less effective [4]. To be able to assess and determine the factors that
can affect the acceptance of the NUADU system, an evaluation activity is needed. In a study conducted by Alharbi et
al., they proposed and modified the Technology Acceptance Model (TAM) as an effort to help public universities,
especially in Saudi Arabia, predict the behavior of using learning management systems (LMS) [5]. Then in
Mohammadi's research, he proposed an integrated TAM and DeLone & McLean model to predict the actual use of
user e-learning systems in Iran [6]. Recent research on e-learning during a pandemic, such as research by Sukendro et
al., uses the TAM method to understand the factors that predict the use of e-learning through path analysis of
Indonesian physical education students [7]. However, there is still no research on the acceptance analysis of NUADU
e-learning. Therefore, based on the problems described and literature research, the appropriate information system
evaluation model to evaluate the acceptance of the NUADU platform is the Technology Acceptance Model (TAM).
To analyze the acceptance of the NUADU platform, this research was carried out.

2. Literature Review

2.1. Information System Evaluation Model

System performance is one of the important things in the IS field. User perceptions in today's customer-oriented
organizations can be considered as the main determinant of the performance of any IS project. There are several
models commonly used in evaluating information systems, namely the Technology Acceptance Model (TAM), End
User Computing Satisfaction (EUCS), Task-Technology Fit (TTF), Human, Organization, Technology Fit (HOT Fit),
and Unified Theory of Technology Acceptance and Utilization (UTAUT).
Based on the information system evaluation models that have been described, an analysis result is obtained that
can be used as a consideration for using the evaluation model in research. The EUCS model only emphasizes the
evaluation of the technical aspects. At the same time, the TTF model states that information technology is only used
if its features and advantages can be used to assist users in doing their work. Then for the HOT-Fit model, the human
variable does not explain in more detail the factors that affect technology acceptance. Furthermore, the UTAUT model,
according to research conducted by Al-Gahtani, et al. shows that the limitation of UTAUT is that it cannot adapt to
different environments such as the cultural differences between Saudi Arabia and the typical western culture, which
becomes an obstacle for them to use UTAUT to analyze technology adoption by workers in Saudi Arabia [8]. In
contrast to the TAM model, this model emphasizes 2 main variables, namely user convenience and perceived benefits
in influencing each individual's intention to use the newly adopted technology. According to the meta-analysis
research conducted by William RK and Jun He, some good results have been achieved when using the TAM model.
514 Sri Rahayu Natasia et al. / Procedia Computer Science 197 (2022) 512–520
Sri Rahayu Natasia et al. / Procedia Computer Science 00 (2021) 000–000 3

Researchers suggest that the TAM model has a high reputation among 88 research journals. This study shows that
TAM is a valid and robust model [9].

2.2. Technology Acceptance Model (TAM)

The technology acceptance model defines attitudes; people’s positive or negative perceptions of the intention to
adopt the system are predicted by perceived usefulness and ease of use. TAM was first proposed by Davis in 1986. In
TAM theory, it is believed that ease of use can also predict perceived usefulness. In addition, the behavioral intention
of adopting the system is predicted by attitude and perceived usefulness. Then, the behavioral intentions are used to
predict actual usage described as system usage. Several technology acceptance theories are quite well known and used
throughout the world, including TRA, TPB, TAM, TAM2. In gathering general information about one's views on
using technology, TAM is simpler and faster. This was revealed based on the TAM meta-analysis research conducted
by Legris et al in 2003 [10]. The TAM construct has five main structures. The following is an explanation of each
TAM structure:
 Perceived ease of use (PEU): Ease of use is defined by a measure that according to individuals can easily
understand and use computers [11].
 Perceived usefulness (PU): Usefulness can be defined as an individual's tendency to use an application to help
their job be better [11].
 Attitude toward using (AT): Attitude can also be defined by the positive or negative feelings felt by individuals
in performing behavior [3].
 Behavioral Intention to Use (B): Behavioral intention to use is a trend of behavior that continues to apply
technology [11].
 Actual System Use (AU): The actual use of the system is if someone considers the system easy to use and allows
increased productivity, then they will be satisfied with using the system, which is reflected in the actual
conditions of use [12].

2.3. Conceptual Reference Model and Hypotheses

The research model for this study is the use of extended TAM-based constructs research by Sukendro et al [7]. The
proposed framework has 6 variables as shown in Fig. 1. The model introduces a facilitating condition variable which
becomes an external variable that is inherent in the core structure of the TAM. According to other research, it was
found that facilitating conditions can predict the ease of use of technology integration in education [12]. In addition,
the results of research by Rahimi et al. show that the variable facilitating condition is significantly related to perceived
usefulness [14]. Researchers believe that these variables provide freedom by facilitating users to get various choices
of technology, teaching, and content (functions). Proper facilities and support allow users to play an active role in
learning by accessing and selecting preferred web resources, planning and implementing learning activities, and
designing content for learning. The hypothesis refers to the conceptual model extended by Sukendro et al., namely:
 H1: Facilitating Condition is hypothesized to have a positive effect on perceived ease of use.
 H2: Facilitating condition is hypothesized to have a positive effect on Perceived usefulness
 H3: Perceived ease of use is hypothesized to have a positive effect on Perceived usefulness
 H4: Perceived ease of use is hypothesized to have a positive effect on Attitude toward using
 H5: Perceived usefulness is hypothesized to have a positive effect on Attitude toward using
 H6: Perceived usefulness is hypothesized to have a positive influence on Behavioural intention to Use
 H7: Attitude toward using is hypothesized to have a positive influence on Behavioural intention to Use
 H8: Behavioural intention to Use is hypothesized to have a positive effect on Actual Use of NUADU
 Sri Rahayu Natasia et al. / Procedia Computer Science 197 (2022) 512–520 515
4 Sri Rahayu Natasia et al. / Procedia Computer Science 00 (2021) 000–000

Fig. 1. Conceptual model [7]

3. Research Methods

In general, this research consists of three stages, namely the design stage, implementation, and results and
discussion. At the design stage, there are three processes, namely designing a conceptual model, determining research
respondents, and designing a questionnaire. In addition, there are four processes in the implementation phase, namely
data collection, descriptive analysis, questionnaire data testing, and conceptual model testing. At the stage of results
and discussion, there are two processes, namely analysis of interpretation of hypothesis testing and providing
recommendations. The questionnaire data were tested using SPSS software, while the conceptual model was tested
using the GeSCA web-based software [15].

3.1. Research Respondents

According to Arikunto, if the number of respondents is estimated to be less than 100, then all samples are taken so
that this research is an overall study. At the same time, if the number of respondents exceeds 100, the sampling ratio
is 10%-15% or 20%-25% or more [16]. Because the respondents in this study were less than 100 respondents, the
respondent selection was determined by taking all members of the population as participants in a study. The population
in this study were teachers as users of NUADU which included all elementary, junior high, and high school teachers
at the Luqman Al-Hakim Balikpapan Integral Education Institute as many as 43 people. There are 27 elementary
school teachers, 13 junior high school teachers, and 4 high school teachers.

3.2. Questionnaire and Data Collection

In this process, a questionnaire design was carried out which was taken from a number of variables proposed by
Sukendro, et al. and statement indicators from Alharbi & Drew where both studies refer to the TAM model and
readjustment for the needs of the researchers [7][5]. The research questionnaire design was measured using a four-
point Likert scale, with the values from 1 (strongly disagree) to 4 (strongly agree). The statement indicators are shown
in Table 1.
The data collection for this final project was carried out from February 10 to April 8, 2021. Research questionnaires
were distributed online via Google Form to the Luqman Al-Hakim Balikpapan Integral Education Institute.

4. Data Analysis and Results

4.1. Demographic Information of the Respondents

Based on the results of data collection that have been done, it can be concluded that the largest percentage of
NUADU
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user respondents are women with a large percentage of 74%. The majority of respondents were between 25 and 30
years old, with the highest percentage at 37% of the 43 respondents. Then for the latest education, most of the
respondents are undergraduates with a percentage of 72%. Furthermore, most respondents have used NUADU for 6
months - 1 year, with the highest response rate recorded at 72%. For respondents' experiences in using other e-learning
platforms, most respondents have used Google Classroom as a learning medium with a percentage of 96%.
Table 1. The results of the evaluation of the measurement model (outer model) and indicator items.
Cronbach’s
Variable Measurement Indicator AVE Explanation
Alpha
When I need help in using the platform (NUADU) during distance learning
someone will help me (FC1)
Facilitating
When I need help in using the platform (NUADU) during distance learning Valid &
Condition 0,7064 0,793
someone will teach me (FC2) Reliable
(FC)
I will have the facilities needed to learn to use the platform (NUADU) during
the distance learning (FC3)
The platform (NUADU) will improve learning performance during distance
learning (PU1)
Perceived
The platform (NUADU) will increase my efficiency in distance learning (PU2A) Valid &
Usefulness 0,724 0,873
The platform (NUADU) will help save my work time during distance learning Reliable
(PU)
(PU2B)
The platform is (NUADU) very useful for me during distance learning (PU3)
Teaching activities will be easier to use the platform (NUADU) during distance
learning (PEU1)
The use of the platform (NUADU) in the distance learning process will become
Perceived
clear and easy to understand (PEU2) Valid &
Ease of Use 0,686 0,846
Interactions using the Platform (NUADU) are more flexible during distance Reliable
(PEU)
(PEU3)
learning During distance learning long distance, I feel it will be easy to become
an expert in using the platform (NUADU) (PEU4)
During distance learning, the platform (NUADU) is a good idea to use (AT1A)
Attitude I think the use of the platform (NUADU) is a trend during distance learning
Valid &
toward using (AT1B) 0,728 0,817
Reliable
(AT) The platform (NUADU) will be compatible with smart devices I use in distance
learning (A1C)
Behavioral In the future, I will use the platform NUADU during distance learning (B1)
Valid &
Intention to I recommend the platform (NUADU) for use in distance learning in the future 0,832 0,798
Reliable
Use (B) (B2)
I will often use the NUADU platform in my work during distance learning
Actual Use (AU1) Valid &
0,878 0,864
(AU) In my work, using the NUADU platform is very relevant during distance Reliable
learning (AU2)

4.2. Questionnaire Validity and Reliability

In this study, the validity test was used to determine the extent of the statement items in the questionnaire. The
validity of the questionnaire can be checked by product moment or Pearson correlation. A statement is said to be valid
if the value of Pearson's correlation is greater than the r table [17]. The value of the r table for the number of 43
respondents with a significance of 5% is 0.301. Furthermore, the reliability test can be measured by observing the
Cronbach alpha value of the questionnaire items. Cronbach's alpha values ranged from 0 to 1, with an acceptability
 Sri Rahayu Natasia et al. / Procedia Computer Science 197 (2022) 512–520 517
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lower limit of 0.60. Therefore, if the Cronbach alpha data is > 0.6 then the data is declared reliable [18]. The test
results show that all statements in this research questionnaire are valid and reliable.

4.3. Evaluation of Measurement Model (Outer Model)

In the test of the measurement model (outer model), if the indicators are reflective, then an evaluation is needed in
the form of instrument calibration, namely through testing the validity and reliability of the instrument. Convergent
validity can be measured through the loading value with a statistical limit of 0.5 [19]. While discriminant validity can
be checked through the average variance extracted (AVE) value if the AVE value of 0.5 or higher is a good rule of
thumb that shows adequate convergence [18]. In addition, internal consistency reliability can be measured by looking
at the alpha value greater than or equal to 0.6 [19]. Table 1 shows that all research variables are valid and reliable.

4.4. Overall conformity evaluation (Goodness of FIT Overall Model)

Table 2. Overall results goodness of FIT model.

Fit Model Recommended Actual
FIT 0 - 1, the bigger, the more variance of the variable 0,676
AFIT 0 - 1, the bigger it is, the more complex the research model is 0,657
GFI the closer to 1, the more fit 0,992
SRMR the closer to 0, the more fit 0,104
FIT_M 0 – 1, the bigger, the more variance of indicators 0,742
FIT_S 0 – 1, the bigger, the more variance of the latent variable 0,478

Table 2 presents a summary of the overall model fit measures. In addition to the FIT_M and FIT_S values, the FIT,
AFIT, GFI, and SRMR values are checked. FIT_M and FIT_S can be interpreted in a similar way to FIT. The FIT and
AFIT values ranged from 0 to l, with values 0.676 and 0.657 indicating a good match to explain the phenomenon
under study. The GFI (Goodness of Fit Index) value shows the level of application of the model theory being studied.
If the GFI value passes the suitability criteria (> 0.90), then the conceptual model is declared appropriate. Based on
the calculation results, the GFI value of the conceptual research model is 0.992 or 99.2%. The SRMR (standardized
root mean square residual) value shows the degree of suitability of the model. The closer the value to 0 indicates the
model better. Based on the calculation of the SRMR value of 0.104, it indicates that the situation is very good [15].

4.5. Evaluation of the Structural Model (InnerModel)

The application of the structural model produces the output in the form of path coefficients and R-squared. The
value of R Square (R2) is determined to identify the ability to explain the six research variables. If the value of R2 is
close to 1, it can be said that the independent variable is very supportive of the dependent variable [20]. The test results
show that the R2 value of the facilitating condition variable is 0.464, the perceived usefulness variable is 0.652, the
perceived ease of use variable is 0.708, the attitude variable to use is 0.498, and the behavioral intention to use variable
is 0.549. While the actual use variable is 0.
The path coefficient describes the relationship that has a positive or negative effect, and the importance of the
influence between one latent variable and another latent variable. The CR value is obtained by dividing the estimated
parameter value by the estimated standard error (SE) value. The result of the hypothesis test is to analyze the critical
ratio (CR) value, then compare it to the required limit of 1.96, and use a 95% confidence level to determine a
significant relationship. According to Table 3, it can be concluded that hypotheses H2, H3, H5, H7, and H8 are
accepted, while hypotheses H1, H4, and H6 are rejected.
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Table 3. Coefficient calculation results.

Path Coefficient
Hypothesis Estimate SE CR Description
H1: Facilitating Condition ~ > Perceived ease of use -0,048 0,249 -0,19 Rejected
H2: Facilitating Condition ~ > Perceived usefulness 0,720 0,284 2,53 Accepted
H3: Perceived ease of use ~ > Perceived usefulness 0,654 0,135 4,84 Accepted
H4: Perceived ease of use ~ > Attitude toward using 0,223 0,164 1,36 Rejected
H5: Perceived usefulness ~ > Attitude toward using 0,625 0,186 3,36 Accepted
H6: Perceived usefulness ~ > Behavioral intention to
0,234 0,174 1,34 Rejected
Use
H7: Attitude toward using ~ > Behavioral intention to
0,706 0,094 7,51 Accepted
Use
H8: Behavioral intention to Use ~ >Actual Use 0,741 0,109 6,80 Accepted

5. Discussion and Recommendation

This study aims to determine whether the adoption of the NUADU platform by the Luqman Al-Hakim School can be
understood well by the teachers, as well as to find out what factors influence the acceptance of NUADU. Overall,
almost all of the hypotheses formulated based on the TAM model have a statistically significant relationship. The
results showed that the teachers involved in this study showed a fairly good attitude towards NUADU.
In the H1, the path coefficient and CR values are -0.048 and -0.19, which proves that the condition of the facilities
of the NUADU users has a negative effect on the ease of using the NUADU and is not significant, so H1 is rejected.
This shows that organizational resources and e-learning platforms do not necessarily support the ease of teachers in
using the platform. While the H2 has path coefficient and CR values of 0.720 and 2.53, which proves that the condition
of the facilities of NUADU users has a positive effect on the usefulness of the NUADU platform and is significant,
therefore H2 is accepted. This shows that existing facilities and resources in schools can affect teacher performance
in utilizing NUADU. H3 has a path coefficient and CR values of 0.654 and 4.84, which proves that the ease of use of
NUADU has a positive effect on the usefulness of the NUADU platform and is significant, so H3 is accepted. So, it
can be indicated that users who can understand the NUADU platform easily tend to continue to use the platform. In
the H4, the path coefficient and CR values are 0.223 and 1.36, which proves that the ease of use of NUADU affects
the attitude of using the NUADU platform but is not significant, so H4 is rejected. This is because the user experience
before using NUADU is still lacking or some users still have difficulty understanding the platform. H5 has a path
coefficient and CR values of 0.625 and 3.36, which proves that the usefulness of the NUADU platform has a positive
effect on attitudes in using the NUADU platform and is significant, so H5 is accepted. This shows that the benefits
provided by the NUADU platform create a feeling of satisfaction and comfort for users. In the next hypothesis, H6
has a path coefficient and CR values of 0.234 and 1.34, which proves that the usefulness of the NUADU platform
affects behavioral intentions in using the NUADU platform but is not significant, therefore H6 is rejected. This shows
that some users use NUADU in completing their teaching tasks and obligations, but this is only limited to the demands
of the profession. Because of these demands, users ultimately feel that the system only needs to be used to fulfill their
obligations as teachers. The H7 has a path coefficient and CR value of 0.706 and 7.51, which proves that attitudes
when using NUADU have a positive effect on behavioral intentions in using the NUADU platform and are significant,
thus H7 is accepted. This can indicate that many users like and consider NUADU to be a trend during the pandemic
to overcome limitations in the learning process. Finally, the H8 has a path coefficient and CR values of 0.741 and
6.80, which proves that behavioral intention when using NUADU has a positive effect on the actual use of the NUADU
platform and is significant, so H8 is accepted. This indicates the user's intention and decision to use NUADU in the
future, encouraging users to continue using the platform.
Based on the results of the analysis data as well as feedback from the respondents, several aspects need to be
improved so that the acceptance of the NUADU platform in schools increases. The recommendations that can be given
are conducting intensive and comprehensive training for teachers regarding the use of NUADU, conducting periodic
socialization regarding the feature changes or the less-optimal-used features by users, and increasing the intensity of
using NUADU. Then for the NUADU company, several things need to be considered, such as adding Arabic language
 Sri Rahayu Natasia et al. / Procedia Computer Science 197 (2022) 512–520 519
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features, import questions feature, autosave feature, and improving the quality of the NUADU user interface. Lastly,
schools also need to pay attention to things such as increasing school and home internet quota packages so that the
learning process can run smoothly.

6. Conclusion

The results showed that of the eight hypotheses proposed, five hypotheses were accepted (H2, H3, H5, H7, H8)
and three hypotheses (H1, H4, H6) were rejected. From these results, it can be concluded that the acceptance of the
NUADU platform at the Luqman Al-Hakim Balikpapan Integral Education Institute is fairly good. Not only that, the
results of the study found several aspects that needed to be addressed based on the results of the analysis and the
obstacles faced by the teacher. To improve the acceptance of NUADU, 7 recommendations were compiled of which
1 came from user suggestions and the remaining 6 other recommendations were submitted based on the results of
descriptive analysis and hypothesis interpretation. Finally, this study has limited variables and types of respondents.
Other external variables and types of respondents should be considered to provide a more comprehensive analysis.

References

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