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All Journal Jurnal Ekonomi Manajemen Sistem Informasi Journal of Islamic Education Management
Sukardi Kodrat, David
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Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Library & Information Science Social Sciences Other

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A Review of the Technology Readiness Index (TRI) 2.0 in Learning Management System Contexts Rizky Novalino, Fiosandi; Sukardi Kodrat, David
Jurnal Ekonomi Manajemen Sistem Informasi Vol. 7 No. 2 (2025): Jurnal Ekonomi Manajemen Sistem Informasi (November-Desember 2025)
Publisher : Dinasti Review

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/jemsi.v7i2.6816

Abstract

In the digital transformation era, Learning Management Systems (LMS) such as Moodle, Canvas, Blackboard, and Google Classroom have become the backbone of modern education, yet their success depends not only on infrastructure but also on users’ readiness to adopt technology. This study aims to systematically review and synthesize empirical research applying the Technology Readiness Index (TRI) 2.0 within LMS contexts to identify trends, key findings, and research gaps. Adopting the PRISMA-guided Systematic Literature Review (SLR) method, 1,234 records were screened across major academic databases, resulting in 35 eligible articles published between 2015 and 2024. Descriptive and thematic analyses reveal that the motivator dimensions Optimism and Innovativeness consistently promote LMS adoption, satisfaction, and engagement, while the inhibitor dimensions Discomfort and Insecurity hinder effective use. Most studies employ quantitative cross-sectional surveys in higher education, with limited research in K-12 or corporate settings. The findings underscore that TRI 2.0 serves as a robust framework for understanding psychological readiness in technology-mediated learning and highlight the need for longitudinal, qualitative, and cross- contextual studies. This review concludes that enhancing technology readiness is essential for maximizing LMS effectiveness, fostering sustainable user engagement, and guiding future pedagogical innovation in digital education.
Can Student Learning Engagement Strengthen The Link Between Deep Learning Approach And Perceived Learning? Sukardi Kodrat, David; Irawan, Benny; Nainggolan, Elsima
JoIEM (Journal of Islamic Education Management) Vol. 7 No. 1 (2026)
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/joiem.v7i1.7459

Abstract

This study sought to explore how engagement-oriented learning processes support students’ more profound understanding and sustained knowledge retention, thereby offering contributions to both educational theory and practice. A quantitative approach was applied to examine the determinants of perceived learning. The study encompassed 386 students selected from a total population of 7,261 students. Data analysis was carried out using Structural Equation Modeling (SEM) with a Partial Least Squares (PLS) technique to investigate the relationships among three latent constructs: deep learning approach, student learning engagement, and perceived learning. The findings revealed that the deep learning approach significantly influenced perceived learning and had a substantial effect on student learning engagement. Additionally, student learning engagement was found to affect perceived learning significantly. With regard to indirect effects, the results showed that the deep learning approach affected perceived learning through student learning engagement. These results indicate that deep learning strategies not only directly enhance perceived learning but also indirectly strengthen it by promoting higher levels of student engagement, highlighting the mediating role of student learning engagement.
Co-Authors Benny Irawan Nainggolan, Elsima Rizky Novalino, Fiosandi