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All Journal Journal of Economics, Entrepreneurship, Management Business and Accounting Ulil Albab
Kurnia Khafidhatur Rafiah
Universitas Padjajaran, Indonesia
Religion Humanities Economics, Econometrics & Finance Education Social Sciences

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Analisis Pengalaman Pengguna Aplikasi MyTelkomsel dan myXL menggunakan metode meCUE 2.0 Azmi Falah; Kurnia Khafidhatur Rafiah
ULIL ALBAB : Jurnal Ilmiah Multidisiplin Vol. 5 No. 7: Juni 2026
Publisher : CV. Ulil Albab Corp

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/jim.v5i7.18477

Abstract

Perkembangan aplikasi layanan mandiri (self-service application) dalam industri telekomunikasi telah mengubah cara pelanggan mengakses berbagai layanan secara digital. Meskipun penggunaan aplikasi semakin meningkat, berbagai keluhan terkait performa, kemudahan penggunaan, dan kualitas pengalaman pengguna masih sering ditemukan. Penelitian ini bertujuan untuk menganalisis dan membandingkan pengalaman pengguna aplikasi MyTelkomsel dan myXL menggunakan metode Modular Evaluation of Key Components of User experience (meCUE 2.0). Penelitian menggunakan pendekatan kuantitatif komparatif dengan teknik purposive sampling. Data dikumpulkan melalui penyebaran kuesioner kepada 154 responden yang terdiri atas 77 pengguna MyTelkomsel dan 77 pengguna myXL. Analisis data dilakukan secara deskriptif berdasarkan lima dimensi meCUE 2.0, yaitu aspek instrumental, non-instrumental, emosi, konsekuensi penggunaan, dan evaluasi keseluruhan. Hasil penelitian menunjukkan bahwa kedua aplikasi mampu memberikan pengalaman pengguna yang relatif baik, terutama pada dimensi usefulness dan usability. Namun, aplikasi myXL memperoleh skor yang lebih tinggi dibandingkan MyTelkomsel pada sebagian besar indikator, khususnya positive emotions, intention to use, product loyalty, dan overall evaluation. Temuan ini menunjukkan bahwa pengalaman pengguna tidak hanya ditentukan oleh fungsi dan kemudahan penggunaan aplikasi, tetapi juga dipengaruhi oleh aspek emosional, keterikatan pengguna, dan persepsi nilai yang diperoleh selama berinteraksi dengan aplikasi. Penelitian ini memberikan kontribusi empiris terhadap kajian pengalaman pengguna pada layanan telekomunikasi digital serta menegaskan pentingnya pengembangan aplikasi yang tidak hanya berorientasi pada kinerja fungsional, tetapi juga mampu menciptakan pengalaman yang lebih personal, menarik, dan berkelanjutan bagi pengguna.
From Digital Competence to Self-Reported Academic Performance: The Mediating Role of Learning Agility in Higher Education Students Kurnia Khafidhatur Rafiah; Catteya Rejito
Journal of Economics, Entrepreneurship, Management Business and Accounting Vol 4 No 4 (2026): Volume 4, Issue 4, July 2026
Publisher : CV. Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jeemba.v4i4.1817

Abstract

Purpose – This study examines the associations of digital competence with self-reported academic performance and learning agility, as well as the association between learning agility and self-reported academic performance. It also tests whether learning agility statistically mediates the relationship between digital competence and self-reported academic performance among undergraduate students in digitally intensive higher education environments. Design/methodology/approach – This study used an explanatory cross-sectional survey with 587 undergraduate respondents and partial least squares structural equation modelling (PLS-SEM). The analysis distinguished direct, indirect, and total associations, evaluated the reflective measurement model, and included a power-based sample-adequacy check and a post hoc full-collinearity assessment for potential common-method bias. Finding/Results – Digital competence was positively associated with self-reported academic performance (β = .460, p < .001) and learning agility (β = .602, p < .001), while learning agility was positively associated with self-reported academic performance (β = .323, p < .001). The indirect association through learning agility was significant (β = .195, p < .001), consistent with complementary partial mediation. The model explained 36.2% of the variance in learning agility and 49.5% of the variance in self-reported academic performance. Originality/Value – This study offers a process-oriented, but non-causal, interpretation of the relationship between digital competence and students’ perceived academic effectiveness by identifying learning agility as a plausible adaptive correlate. The findings should be interpreted conditionally on the study’s cross-sectional, self-report design and on the aggregate specification of digital competence.
Co-Authors Azmi Falah Catteya Rejito