<![CDATA[The rapid development of digital technology has accelerated transformation in the education sector, particularly through the implementation of e-learning as an instructional innovation. This study aims to analyze the differences in the diffusion patterns of e-learning innovation between urban and rural schools. Using a quantitative comparative approach, the research involved 43 respondents selected through purposive sampling from schools that have implemented e-learning systems. Data were collected using a Likert-scale questionnaire developed based on Diffusion of Innovations theory, covering five indicators: relative advantage, compatibility, complexity, trialability, and observability. Data analysis included descriptive statistics, normality and homogeneity tests, Independent Sample t-test, and effect size calculation (Cohen's d). The results indicate that both groups met the assumptions of normality and homogeneity. The Independent Sample t-test revealed a significant difference in diffusion patterns between urban and rural schools (t(41) = 18.353; p < 0.05). The mean difference of 18,561 shows that diffusion patterns in urban schools are significantly higher than in rural schools. The calculated effect size (d = 2.87) falls into the very large category, indicating a strong practical significance of the difference. These findings suggest that infrastructure availability, access to technology, social communication networks, and exposure to innovation significantly influence the diffusion process. The study contributes to the understanding of digital divide issues and enriches the theoretical application of innovation diffusion in educational technology contexts across different geographical settings.]]>
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