User Satisfaction Analysis of ICE Institute from a Knowledge Creation Perspective: Implementation of the SECI Model on a MOOC Platform - Hendrayani, Putri Fajar Ayu; Putri, Rezi Anjelia; Nababan, Yorika Indah Pratiwi; Mentari, Nadya; Haq, Nidaul (Palimpsest: Jurnal Ilmu Informasi dan Perpustakaan, 2025)
Latar belakang: Perkembangan pembelajaran digital di Indonesia menyoroti adanya celah penting dalam pemahaman terkait kepuasan pengguna pada platform Massive Open Online Course (MOOC) yang melampaui aspek teknis dan motivasi belajar. Penelitian sebelumnya sebagian besar belum mengaitkan peran knowledge creation dalam membentuk pengalaman pengguna. Tujuan: Penelitian ini bertujuan untuk menganalisis kepuasan pengguna pada platform ICE Institute melalui perspektif model SECI (Socialization, Externalization, Combination, Internalization), dengan integrasi kerangka evaluasi DeLone dan McLean untuk memahami dinamika pembelajaran digital secara komprehensif. Metode: Pendekatan penelitian bersifat kuantitatif dengan desain analisis asosiatif dan uji pengaruh bivariat. Data dikumpulkan melalui kuesioner daring berbasis dimensi knowledge creation, dengan teknik simple random sampling pada mahasiswa pengguna ICE Institute. Respon diukur menggunakan skala interval paksa 1–4 dan skala diferensial semantik, kemudian dianalisis menggunakan SPSS. Hasil: Hasil penelitian menunjukkan bahwa kepuasan pengguna sangat dipengaruhi oleh proses penciptaan pengetahuan. Externalization menjadi kontributor paling signifikan sebesar 41,4% terhadap kualitas informasi, diikuti oleh socialization (14,1%) dan combination (11,1%). Ketiga dimensi ini memiliki pengaruh minimal terhadap kualitas sistem dan layanan, menunjukkan ketidakseimbangan antara interaksi pengguna dan kemampuan platform. Internalization tidak signifikan dan memiliki korelasi negatif terhadap kualitas layanan, menandakan keterbatasan dukungan platform dalam internalisasi pengetahuan pribadi. Kesimpulan: Meskipun penelitian ini terbatas pada sampel mahasiswa dan menggunakan kuesioner kuantitatif, temuan ini memberikan implikasi strategis bagi pengembangan platform MOOC. ICE Institute dapat meningkatkan kepuasan pengguna dengan mengintegrasikan proses knowledge creation bersama peningkatan keandalan sistem, responsivitas layanan, desain interaksi adaptif, dan mekanisme dukungan proaktif. Optimalisasi aspek ini diharapkan dapat memperkuat hasil belajar digital, mendukung pendidikan inklusif, dan mempercepat transformasi digital pendidikan tinggi di Indonesia.   Background: The rapid expansion of digital learning in Indonesia has highlighted a critical gap in understanding user satisfaction on Massive Open Online Course (MOOC) platforms beyond technical and motivational aspects. Previous studies have largely overlooked the role of knowledge creation in shaping user experiences. Purpose: This study aims to examine user satisfaction on the ICE Institute platform through the lens of the SECI model (Socialization, Externalization, Combination, Internalization), integrating it with the DeLone and McLean framework to provide a holistic understanding of digital learning dynamics. Methods: A quantitative approach was employed, using an associative design and bivariate inferential analysis. Data were collected via an online questionnaire based on knowledge creation dimensions, distributed through simple random sampling among ICE Institute student users. Responses were measured using a 1–4 forced-answer interval scale and semantic differential scales, and analyzed with SPSS. Results: The findings indicate that user satisfaction is predominantly influenced by knowledge creation processes. Externalization was the most significant contributor, accounting for 41.4% of the impact on information quality, followed by socialization (14.1%) and combination (11.1%). Socialization, combination, and externalization had minimal influence on system and service quality, highlighting a misalignment between active user interactions and platform capabilities. Internalization showed no significant effect and negatively correlated with service quality, indicating limited support for personal knowledge assimilation. Conclusion: Despite limitations such as a sample restricted to students and reliance on quantitative surveys, this study provides strategic insights for improving MOOC platforms. ICE Institute can enhance user satisfaction by integrating knowledge creation processes with system reliability, service responsiveness, adaptive interaction design, and proactive user support. Optimizing these aspects can strengthen digital learning outcomes, support inclusive education, and accelerate sustainable higher education transformation in Indonesia.