Analysis of User Satisfaction Level of Google Application Classroom Using the ECUS Method
DOI:
https://doi.org/10.22303/csrid-.17.2.2025.217-228Abstract
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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