JIPTEK: Jurnal Ilmiah Pendidikan Teknik dan Kejuruan Jurnal Homepage: https://jurnal.uns.ac.id/jptk The Teachers' Selection of The Use of Learning Management Systems in Teaching and Learning Siscka Elvyanti1,a*, Yadi Mulyadi2,b, and Iwan Kustiawan3,c 1,2 3 Dept. Electrical Engineering Education, Universitas Pendidikan Indonesia, Indonesia Science and Technology Center of Excellent - Technology and Vocational Education and Training – Research Center (PUI TVET-RC) and Department of Electrical Engineering Education, Universitas Pendidikan Indonesia Coresponding email: sisckael@upi.edua yadielektro@upi.edub ,iwan_kustiawan@upi.educ ABSTRACT The selection of a website as a reference for learning directly affects the quality of information for the person who accesses it. The objectives and expected results of the learning management system depend on the quality of the teaching process and its effectiveness in online access. This research is expected to support teachers who carry out the teaching and learning process virtually during the pandemic. The research method used is quantitative, with a descriptive approach for evaluating, ranking, and choosing the learning management system. Based on the research survey, the criteria for analysis of the LMS platforms in this paper are summarized in three categories: learning skills tools, communication within LMS tools, and ease of use tools. The main goal is to present a comparative analysis of 5 electronic learning management systems. From the teachers' view in this research, only one LMS supports all three categories. The critical criteria of LMS are supported by video conference, chat room for personal discussion, and simple to use. Keywords: e-learning, learning management system, teaching and learning INTRODUCTION The current study explores teachers' use of e- availability of resources, student performance, learning websites on how most schools in staff (Garg, Kumar, & Garg, 2018). E-learning Indonesia learning gives the advantage is convenient to the learner management system to support teaching and and can be at least as effective as the classroom learning during the COVID-19 pandemic. under specific situations (Goyal, 2012). Goyal (2012) presented e-learning as the Teaching science of learning without paper-printed continuously instructional material and a revolutionary way development. The rapid growth of information of teaching and learning using information and and communication technology has shaped communication technologies (Jung, 2011). intelligent learning environments. For instance, Electronic devices and the internet enhance the sharing learning materials online has enabled have implemented JIPTEK, Vol. 15 No. 2, 2022 a and efficient management of the faculty and and learning evolved processes with DOI: https:// doi.org/10.20961/jiptek.v%vi%i.66087 have technology 83 teachers whenever and and students to wherever. communicate Moreover, (Alturki & Aldraiweesh, 2021). Most schools the and other educational institutes have and assignments or examinations can also be operate their learning management system. The delivered online with instruction and feedback others use instant Learning Management to support learning outside of scheduled classes Systems (LMSs) to themselves, e.g., Google (Tinmaz & Lee, An analysis of users' Classroom, Edmodo, etc. It is crucial to analyze preferences on learning management systems: a the factors leading to the acceptance of LMS as case on German versus Spanish students, a sustainable technology for vocational high 2020). A methodology under the learning school students. Therefore, from the viewpoint umbrella of sustainability has made it possible of teachers, the present paper addresses to resume the learning process. This technology evaluating, ranking, and choosing the LMS. is known as a Learning Management System LITERATURE REVIEW (Alturki & Aldraiweesh, 2021). LMS can During the COVID-19 pandemic, many facilitate group chats, discussions, document investigations have been underlined from a sharing, literature assignment submission, quizzes, review and case studies for grading, and course evaluation (Bove & implementing an LMS. For example, Kite et al. Conklin, Learning strategies for faculty during (2020) a learning management system migration, incredible roles in deploying e-learning for 2020). LMSs, allow students and teachers to teaching and learning. Alenazy, Al-RAhmi, and independently fill their emerging needs by Khan (2019) claimed that more interactive communicating with others and checking their learning management system features for progress (Al-Fraihat et al., 2020). Creativity is students are essential to effective teaching and essential when teachers use LMS to support learning. teaching and learning. Educational leaders must teaching-learning process by LMS is influenced support the initiative by working with school by easy-to-use, use-fun, fun, and behavioral teams who support the effort. There is a balance (Alenazy, Al-RAhmi, & Khan, 2019). that teachers should find between providing highlight that Students' LMS has satisfaction played with the Related to evaluating the LMS quality, active learning with the use of LMS Ehlers technological resources and using guidelines components can conceptualize a learning from the qualified curriculums (Ain, Kaur, & environment: Waheed, 2016). environment, (iii) goal and intention, and (iv) The use of LMS in the teaching and learning topic and content. To fulfill students' needs and process helps to encourage e-learning by expectations, the current LMS must enable the offering without students to access the course notes on the web, constraints on time or place (Asamoah, 2021; access the learning source, and carry out the Alturki & Aldraiweesh, 2021). Therefore, LMS quizzes, assignment submission, discussions, is appropriate during the COVID-19 pandemic chat, grading, and course evaluation (Bove & instructional learning JIPTEK, Vol. 15 No. 2, 2022 (2004) defines (i) learner, "four (ii) different learning DOI: https:// doi.org/10.20961/jiptek.v%vi%i.66087 84 Conklin, 2020). Teachers and students can experience in software installation. LMS easily modify LMS, get the information they supports chats, forums, and e-book libraries. want, and get help by engaging with the Teachers and students can easily access and teachers (Reid, 2019). All the LMS have modify different functions that can give users various information they want and help by engaging options. Some modern LMS operate on cloud with the lecturers. E-learning materials can be computing, where it does not need a system easily re-written or/and upgraded, and the administrator with experience in system student can quickly and easily get in touch with support and maintenance (Xin, Shibghatullah, their teacher and get the help they need without Subramaniam, & Wahab, 2021). being worried by their peers. Basak et al. (2016) proposed a framework to e-learning materials to get the Based on research by Liaw (2008), using implement the e-learning system in higher interactive Education using eight factors: pedagogical, significant contribution to improving learning management, technological, effectiveness. Many e-learning systems provide institutional, social interaction, ethics, and the opportunity to create interactive multimedia evaluation. The e-learning platforms provide resources. Madhavi et al. (2019) noted that teachers and students with a flexible tool 100% of the students used this e-learning accessible anytime and anywhere (Kraleva, system in classrooms and continued to learn Sabani, & Kralev, 2019). However, the studies actively outside the institution. Until 2019 LMS have significant results on the difficulty many platforms were a trend to support face-to-face teachers face transitioning from face-to-face to learning, known as the blended learning online 2015), method. Force by the COVID-19 pandemic has specifically with an emergency immersion of led to a change in many educational systems unplanned and rapid online teaching-learning around the world, including in Indonesia. E- process causing the COVID-19 pandemic. It is learning and the LMS platform have become a unsurprising, then, that online teaching highly pivot teaching-learning process. Therefore, depends on teachers' competencies and skills to teachers need to have prerequisite talents to adapt the pedagogy and new roles. combine ICT in teaching and mastering, and teaching resources, (K. Chiasson, multimedia education has a LMSs play an essential role in students school leaders have a function in enabling learning experience and satisfaction (Lee & effective use. This examination investigates Lee, 2014)). Since there are more platforms that how faculty leaders help build teachers' LMS can operate on, such as laptops, phones, capacities to efficiently combine ICT of their and tablets which can give support to students coaching and studying at the college level in a more easily, have high motivation, and be more public secondary school. interested while learning. The current LMS Other studies showed the negative impacts systems are based on cloud computing and do of the e-learning environment, such as not require a system administrator with diminishing students' interest, reducing the JIPTEK, Vol. 15 No. 2, 2022 DOI: https:// doi.org/10.20961/jiptek.v%vi%i.66087 85 communication between the lecturer and a survey instrument was designed and validated students, the need for good self-discipline, and to measure characteristics predicting LMS responsibility for the learning process (Dutton, usage. The total sample of the respondent is 148 Dutton, & Perry, 2012; Anderson, 2008). teachers. A quantitative research model was Besides the positives and negatives of used with the questionnaires as a data-gathering implemented literature method. Making an unambiguously defined presented strategies for comparing different software specification is vital for quality LMS platforms. Poulova et al. (2005) evaluated software development. The features and four LMS platforms – Claroline, Moodle, functions of the software are based on this Blackboard, Knowledge specification. The factors and criteria for PlatformTM. and Kasim et al. (2016) evaluated evaluating LMS platforms taken from some six LMS platforms – Moodle, Sakai, ATutor, references and in this section are presented in Blackboard, SuccessFactors, SumTotal using TABLE 1. comparative analysis. Moodle and Blackboard Regarding data collecting techniques, this study have become the most widely considered and developed the instrument for evaluating the investigated platforms and are at the top of LMS using criteria in TABLE 1. This study almost all rankings (Kraleva, Sabani, & Kralev, used these evaluation criteria to analyze several 2019). LMS. And the requirements for teachers' e-learning, and some Enterprise The LMS needs high-level programming selection of LMS using criteria: (1) easy to use, languages such as JavaScript and PHP and (2) based on the cloud, (3) able to integrate with databases such as Microsoft SQL Server and various operating systems, (4) synchronous and MySQL (Xin, Shibghatullah, Subramaniam, & asynchronous interaction, (5) able to see who Wahab, 2021). The LMS system works as a was online, and (6) file storing function for the web application with different user roles, such user. as super admin, teachers, parents, or students. RESULTS AND DISCUSSION Every user has different roles depending on This study is based on quantitative research. their capabilities. In other words, LMS design The first thing done in this study was the and implementation should cater to various literature review of LMS online. Each LMS is learning needs of students that can arise due to dissected and reviewed online or offline. After diverse backgrounds (Tinmaz & Lee, 2020). searching with the keywords "e-learning METHODOLOGY system" and "learning management system," The study aims to provide a clear and the criteria for analysis of LMS are selected. for The selection of LMS is to be analyzed based comparing LMSs' acceptance as a sustainable on questionnaire results about the performance teaching and learning process. This study was of LMS. The collected data of LMS based on conducted using an online survey (Tinmaz & 148 participants have been presented in Lee, 2020). Before the primary data collection, TABLE 2. This study examined the selected understandable conceptual JIPTEK, Vol. 15 No. 2, 2022 model DOI: https:// doi.org/10.20961/jiptek.v%vi%i.66087 86 LMS platform. Part of the criteria is taken from TABLE 3, which complies with the criteria set LMS websites. out by teachers. This data was collected from Gender and age were used to classify the 148 teachers. Within the "learning skills tools demographic factors such as sustainability and criteria, the highest means were observers for LMS use. In terms of gender, 152 are male and lectures using video conference (M = 3.40) and female with quantity being equal (male = 76 online whiteboard (M = 3.19). Chat (M = 3.25) and female = 76), 41 (27.7 percent) are 26-35 was revealed as the most valued item of years old, 82 (55.4 percent) are 36-45 years old, "communication within LMS" criteria. For the and 25 (16.9 percent) are 46 – 55 years old. 148 last criterion of "productivity tools," the (97.3 percent) use LMS, and 4 (2.7 percent) do participant's simple navigation was structured not use LMS during the COVID-19 pandemic. (M = 3.78). Based on the collected data, using TABLE 2, 96 Therefore, the study aims to understand (64.9 percent) used Google Classroom, and 52 LMS design from a gender and age point of (35.1 percent) used Edmodo. They chose view. The general results demonstrated that the Google Classroom and Edmodo because both LMS design would not always be helpful and LMS is more accessible and straightforward. appreciated by the teachers (shown by the mean The total mean scores and standard deviations scores). of each twenty-design item were presented in TABLE 1. Criteria For Analysis of the LMS Platform Activities Criteria Learning skills tools Communication within LMS Ease of Use tools LMS Platforms Moodle Edmodo Google Classroom Microsoft Teams Zoom 1. 2. 3. 4. 1. 2. Lectures, videos, etc. (L1) Learning materials are available before lectures (L2) Assignments, exercises, and evaluation: documents, quizzes (L3) Online whiteboard (L4) Chat (C1) Forum (C2) 1. 2. 3. 4. Need for a system administrator to manage LMS (P1) Need for installation (P2) Allowing access from mobile applications (P3) Simple navigation structure (P4) TABLE 2. LMS Criteria Based on Respondent's Perception Learning skills tools Comm. tools Productivity tools L1 L2 L3 L4 C1 C2 P1 P2 P3 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ JIPTEK, Vol. 15 No. 2, 2022 DOI: https:// doi.org/10.20961/jiptek.v%vi%i.66087 P4 √ √ √ 87 Only specific activities have the highest mean, tool's criteria; the mean rank demonstrated that such as lectures using video conferences, private female teachers (mean rank=101.65, n=74) storage, and a simple navigation structure. valued the need for a system administrator more Therefore, Mann-Whitney U tests were used to than male teachers do (mean 65.34, n = 74). A understand comparison tests better. The Mann- few activities as "assignment, exercise, and Whitney U test was conducted for gender evaluation," "allowing access through a mobile variables on twenty items of LMS design. The application," and "simple navigation," has no only significant differentiating items appeared significant mean rank between males and on the "need for system administrator to manage females. LMS" (U=2180.0, p=0.031) of the ease-of-use Table 3. The Mean and Deviation Scores for Each Item of Activities Total Sample (N=148) Criteria Activities Mean Standard (M) Deviation (ST) Learning Skills Tools Lectures: video conference 3.40 1.66 Learning materials are available before lectures 2.73 1.50 Assignments, exercises, and evaluation 3.02 1.24 Online whiteboard 3.19 1.66 Communication within Chat 3.25 1.72 LMS Forum 3.10 1.58 Ease of Use Tools Need for a system administrator to manage 3..01 1.33 LMS Need for installation 3.06 1.38 Allowing access through a mobile application 3.01 1.53 Simple navigation structure 3.73 1.66 Criteria Learning Skills Tools Communication within LMS Ease of Use Tools Table 4. The Mann-Whitney U Tests Result for the ender variable Activities Mann-Whitney U p Gender Lectures: video conference 1608.0 .001 Male (n=74) Female (n=74) Learning materials are 2672.5 .009 Male (n=74) available before lectures Female (n=74) Assignments, exercises, and 2489.0 .001 Male (n=74) evaluation: documents, quizzes Female (n=74) Online whiteboard 2289.0 .001 Male (n=74) Female (n=74) Chat 2322.5 .000 Male (n=74) Female (n=74) Forum 2312.0 .000 Male (n=74) Female (n=74) Need for a system 2180.0 .031 Male (n=74) administrator to manage LMS Female (n=74) Need for installation 1877.0 .012 Male (n=74) Female (n=74) JIPTEK, Vol. 15 No. 2, 2022 DOI: https:// doi.org/10.20961/jiptek.v%vi%i.66087 Mean Rank 76.78 101.64 92.87 74.08 Not significant 68.85 96.64 67.90 96.98 67.34 91.02 65.34 101.65 71.35 99.50 2 Allowing access through a mobile application 3156.5 .674 Simple navigation structure 3424.0 .872 CONCLUSIONS This study explored the vocational teachers' perception of the various features of online LMS as a source of sustainability under COVID-19 stay-at-home orders. The process of acceptance of LMS is interpreted by gender and age. The study's goal was to determine the significance of the structural system in developing academic approaches. The use of LMSs in vocational high schools is quite beneficial, especially during the COVID-19 pandemic. On the other side, using LMSs not significantly enhance the student's skill in the psychomotor aspect. From the view of teachers as a user, only for specific activities such as private storage, learning material availability, and simple navigation structure was more useful and appreciated. In this study, significant age and gender differences were not observed. The only difference observed was those female teachers valued almost all activities except the 'learning materials are available before learning' activities of LMS more than male teachers, which could mean male students favor efficiency when using LMS. Regarding the age variable, this study result indicated that teachers in the range 36-45 years old higher age group valued communication within LMS. As teachers' age increases, they are still convenient with offline communication skills and learning. Our study explored various features of LMS valued by different groups of teachers based on their gender and age. Out of the research questions, there are several important recommendations for education providers based on our study. First, the future LMS design should consider the individual student's needs fulfilled by learning skills tools and ease of use for users (teachers and students) to reach out to teachers of higher age. ACKNOWLEDGMENTS The authors would like to thank Universitas Pendidikan Indonesia for the opportunities they have provided to fund this research. 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