<![CDATA[Despite wide adoption during the COVID‑19 pandemic, Google Classroom’s long‑term acceptance in Indonesian higher education remains under‑examined. This study measures end‑user satisfaction using the five‑factor End‑User Computing Satisfaction (EUCS) framework. A cross‑sectional survey captured 247 valid responses from undergraduate students at Universitas Klabat who had used Google Classroom for at least one semester. Twenty Likert‑scaled items (4 per EUCS dimension) were adapted from Doll & Torkzadeh (1988) and checked for reliability (Cronbach’s α) and validity. Multiple‑linear regression assessed the partial effect of each EUCS factor on overall satisfaction, while descriptive statistics profiled satisfaction levels. Four dimensions—Content (β = 0.299, p < 0.001), Ease of Use (β = 0.268), Format (β = 0.182), and Timeliness (β = 0.222)—significantly predict satisfaction (Adj. R² = 0.682). Accuracy (β = 0.009, p = 0.841) is non‑significant, likely due to low internal consistency (α = 0.429). Overall, 69.6 % of respondents report being satisfied or very satisfied with Google Classroom. Content richness, intuitive interface, presentation quality, and timely feedback drive student satisfaction, whereas perceived accuracy warrants instrument refinement. Findings inform LMS developers and university decision‑makers on prioritised enhancement areas.]]>
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