<![CDATA[Di era transformasi digital yang berlangsung cepat, kepuasan pengguna terhadap sistem teknologi tidak lagi semata-mata ditentukan oleh kinerja teknis, tetapi juga oleh kesiapan kognitif dan kontekstual pengguna. Penelitian ini mengkaji hubungan antara literasi TIK, kualitas sistem, persepsi kegunaan, dan kepuasan pengguna, serta menelaah peran mediasi dari persepsi kegunaan dan moderasi dari kesiapan digital. Pendekatan kuantitatif digunakan melalui pemodelan persamaan struktural Partial Least Squares (PLS-SEM) berdasarkan data dari 100 pengguna platform layanan digital. Hasil menunjukkan bahwa literasi TIK dan kualitas sistem secara signifikan meningkatkan persepsi kegunaan dan langsung memengaruhi kepuasan pengguna. Persepsi kegunaan juga terbukti memediasi pengaruh literasi TIK dan kualitas sistem terhadap kepuasan. Selain itu, kesiapan digital memoderasi secara positif pengaruh persepsi kegunaan terhadap kepuasan, menunjukkan bahwa pengguna dengan kesiapan lebih tinggi memperoleh manfaat lebih besar dari sistem yang dianggap berguna. Temuan ini memperkuat pengembangan model TAM melalui integrasi dimensi kognitif, teknologi, dan kontekstual, serta memberikan implikasi praktis bagi desain sistem akademik digital yang responsif terhadap kesiapan pengguna. Abstract In the era of rapid digital transformation, user satisfaction with technological systems is no longer solely determined by technical performance, but also by users’ cognitive and contextual readiness. This study examines the relationships among ICT literacy, system quality, perceived usefulness, and user satisfaction, while exploring the mediating role of perceived usefulness and the moderating role of digital readiness. A quantitative approach was employed using Partial Least Squares Structural Equation Modeling (PLS-SEM) based on data from 100 users of digital service platforms. The results indicate that ICT literacy and system quality significantly enhance perceived usefulness and directly influence user satisfaction. Perceived usefulness was also found to mediate the effects of ICT literacy and system quality on satisfaction. Moreover, digital readiness positively moderates the influence of perceived usefulness on user satisfaction, suggesting that users with higher readiness levels gain greater benefits from systems they perceive as useful. These findings strengthen the development of the TAM framework through the integration of cognitive, technological, and contextual dimensions, while also offering practical implications for the design of academic digital systems that are responsive to users’ readiness levels.]]>
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