Studies on the Application of Information System Online University Based on Civitas Academic Satisfaction Level (Case Study in Indonesia University of Education)

Aim Abdulkarim; Wawan Setiawan

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Studies on the Application of Information System Online University Based on Civitas Academic Satisfaction Level (Case Study in Indonesia University of Education)

机译：基于Civitas学术满意度的在线大学信息系统应用研究（印度尼西亚教育大学的案例研究）

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Universities generally have developed applications online information systems in managing academic activities, ranging from student selection, contract courses, management courses, management of student grades, research management, management literature, faculty performance, profile lecturers, expertise faculty, finances, facility assets, management test session, until the management graduation. User information system includes university academic units consisting of leaders and lecturers, supporting units consists of the leadership and staff and students. The success of the implementation of an online information system one of which can be seen from the level of satisfaction of the users. This research is a case study at Indonesia University of Education. The study was conducted through survey method using a questionnaire and interviews were developed from the conceptual model of information system and involving 1183 respondents. The instrument consisted of questionnaires and interviews on 4 categories: very satisfied, satisfied no satisfied and did not know. The results showed the level of user satisfaction on the online information system of Indonesia University of Education fair valued at an average (three) of the maximum (four). Students showed the highest level of satisfaction followed by academic units and the lowest satisfaction level shown by the supporting units. Student responses showed the most consistent level of satisfaction or stable among all respondents in all aspects of the system. The response no satisfied and do not know most shown by supporting units. Quality processes and collaboration is a component system that shows the lowest level of satisfaction by academic and supporting units. To support the follow-up development and management of online information systems, need to be prepared holistically. Online information system needs arrangements which refers to the university business processes. The development of online information systems need to be more mature planning equipped with regulations, business processes and standard operating procedures as well as a comprehensive understanding of the parties of developers and users. Operasioal management system online information need to be equipped with adequate resources manager of both number and competence. The unis leadership of the university needs to regularly monitor and evaluate the operation of online information management system and compliance with business processes. The implementation of online information needs to be disseminated continuously by developers to users.

机译：大学通常在管理学术活动方面开发了在线信息系统应用程序，范围包括学生选拔，合同课程，管理课程，学生成绩管理，研究管理，管理文献，教职员工表现，概况讲师，专业教师，财务，设施资产，管理考试，直到管理学毕业。用户信息系统包括由领导和讲师组成的大学学术单位，由领导，教职员工和学生组成的支持单位。在线信息系统的成功实施可以从用户的满意度中看出。这项研究是印度尼西亚教育大学的一个案例研究。该研究是通过使用问卷的调查方法进行的，访谈是从信息系统的概念模型发展而来的，涉及1183名受访者。该工具包括以下四个类别的问卷和访谈：非常满意，满意不满意和不知道。结果显示，印度尼西亚教育大学在线信息系统上的用户满意度为平均（三分）最高（四分）。学生的满意度最高，其次是学术单位，满意度最低的是支持单位。在系统的所有方面，所有学生的学生回答都显示出最一致或最稳定的满意度。响应不满意，支持单位表示最多。质量流程和协作是一个组成系统，显示出学术和支持部门的最低满意度。为了支持在线信息系统的后续开发和管理，需要全面准备。在线信息系统需要与大学业务流程相关的安排。在线信息系统的开发需要更加成熟的计划，包括法规，业务流程和标准操作程序，以及对开发者和用户双方的全面了解。运营管理系统在线信息需要配备数量和能力均足够的资源管理器。大学的统一领导层需要定期监视和评估在线信息管理系统的运行以及对业务流程的遵守情况。开发人员需要向用户不断传播在线信息的实施。

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来源
《International journal of soft computing》 |2017年第4期|240-246|共7页
作者
Aim Abdulkarim; Wawan Setiawan;
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作者单位

Indonesia University of Education, Bandung, West Java, Indonesia;

Indonesia University of Education, Bandung, West Java, Indonesia;

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原文格式 PDF
正文语种 eng
中图分类
关键词
Information systems; level of satisfaction; academic business processes; manager; business;

机译：信息系统;满意程度;学术业务流程;经理;商业;

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1. Studies on the Application of Information System Online UniversityBased on Civitas Academic Satisfaction Level(Case Study in Indonesia University of Education) [J] . Aim Abdulkarim, Wawan Setiawan International journal of soft computing . 2017,第4期

机译：基于Civitas学术满意度的在线大学信息系统应用研究（以印度尼西亚教育大学为例）
2. A comparison of student satisfaction and value of academic community between blended and online sections of a university-level educational foundations course [J] . Richard C. Overbaugh, Christine E. Nickel The internet and higher education . 2011,第3期

机译：大学基础教育基础课程的混合部分和在线部分之间的学生满意度和学术社区价值的比较
3. Role of Application the Standards of University Education Quality in Enhancing the Academic Performance Quality in Jordanian Universities A case Study of Zarqa University [J] . Hasan Yasien Touama European Journal of Business and Management . 2014,第26期

机译：应用大学教育质量标准在提高约旦大学学习成绩质量中的作用-以扎卡大学为例
4. University Student Satisfaction Analysis on Academic Services by Using Decision Tree C4.5 Algorithm (Case Study: Universitas Putra Indonesia "YPTK" Padang) [C] . Febri Aldi, Anita Ade Rahma International Conference on Computer Science and Engineering . 2020

机译：使用决策树C4.5算法学生学生满意度分析（案例研究：Universitas Putra Indonesia“YPTK”Padang）
5. A STUDY OF ACADEMIC ADJUSTMENT AND ACADEMIC SATISFACTION AS PERCEIVED BY INDONESIAN GRADUATE STUDENTS AT SELECTED UNIVERSITIES IN THE UNITED STATES. [D] . EFFENDI, RUSTAM AMIR. 1983

机译：美国部分大学的印尼研究生的学术调整和学术满意度研究。
6. Academic Staff Satisfaction with their Work: A Cross-Sectional Study in a Medical University [O] . Rositsa Dimova, Rumyana Stoyanova, Stanislava Harizanova, 2019

机译：学术人员对其工作的满意度：医科大学的跨部门研究
7. Decision-making is the process of analyzing information about a problem situation and comparing it to a specific conclusion in order to solve a specific problematic (Yıkılmaz, 2001; Miller and Byrnes, 2001). Decision-making styles are a mechanism that is influenced by the internal and external conditions that determine the direction of the decisions of the individual, the content of the decision-making process, and the outcome of the decision-making process (Payne, Bettman and Johson, 1993; Bavol’ár and Orosová, 2015). ACT is a contemporary member of the Cognitive Behavioral Therapy family. ACT (Acceptance and commitment therapy) has both similar and different directions with Behavioral Therapies and Cognitive Therapies (Herbet and Forman, 2011; Hayes, 2004). KKT responds to classical behavioral treatments using both existential and cognitive approaches in the analysis of behavior. KKT is a science wing that tries to solve human problems with a wider perspective aimed at solving problematic human behaviors (Plumb, Stewart, Dahl and Lundgren, 2009). It is seen that there is very little research about the new approach of ACT approach when the aiming country of our country is screened and it is thought that our country will contribute to the field of psychological counseling with the work done. In the scope of the research, experimental and control groups and preliminary test, post-test and follow-up measurements of 2x3 experimental design were used. The study's study group consists of a total of 24 (12 experimental and 12 control groups) university students studying in different departments and levels, continuing their education in the academic year of 2015-2016 in Ağrı province and İbrahim Chechen University in 2015-2016 academic year. The average age of participants in the experiment and control group is 20. There were 12 participants in the experimental group, 7 female and 5 male, and 12 participants, 7 female and 5 male in the control group. Personal Information Form and Decision Making Style Scale prepared by the researcher were used in the research. In order to decide on the tests to be used in the course of analyzing the data, the scores of the participant's Decision Styles Scale pre-test, which are placed primarily in the experimental and control groups, it was analyzed whether the basic expectations of parametric tests were answered. As a result of the analysis made, the scores, skewness and kurtosis coefficients obtained from the Decision Making Styles Scale were given to the experimental and control groups. It was determined that the distribution was normal in the result of Shapiro-Wilk test, in which the skewness and kurtosis coefficients of each sub-scale were ranked between -1 and +1. Participants in the experimental and control groups; homogeneity test results for decision-style pre-test measurements indicate that the data are homogeneous. According to the results of the Mauchly Globalness Test, it has been determined that working supports the hypothesis. It was determined that there was no significant difference between the pre-test scores obtained from dependent decision-making style of experiment and control groups, but the test group showed lower mean scores at the significant level within the scores of post-test and follow-up tests. Therefore, it can be said that the ACT-oriented psychoeducation program applied to the experimental group reduces the dependent decision-making style scores from the decision style sub-dimensions and the psychoeducation program has a lasting effect. It was determined that there was no significant difference between pre-test, post-test and follow-up scores obtained from the Spontaneous-Instant Decision Style of experiment and control groups. Thus, it can be said that this situation does not cause a significant difference in the Spontaneous-Decision-Making Style scores from the decision style sub-dimensions of the ACT-oriented psychoeducation program applied to the experimental group. The ACT -oriented psychoeducation program had a decline in the intuitive decision-making styles of the individuals, but this decrease did not create significant differences. Thus, it can be said that this situation does not make a meaningful difference in the intuitive decision style scores from the decision style sub-dimensions of the KKT oriented psychoeducation program applied to the experimental group. The pre-test scores obtained from the rational decision-making style of the experimental and control groups showed that there was a difference between the post-test and the follow-up scores, but this difference was not significant. As a result of the analysis, it was determined that the test group had higher levels of rational decision style than the pre - test scores in the post test and follow - up scores, whereas the post test and follow - up test scores in the control group rational decision style showed a decrease compared to the pre - test scores. the pre - test scores. Decision-making Styles Scale Avoidant Decision Making As a result of the analysis of the mean scores of the subscale scores of pre-test, post-test and follow-up measures, the group effect was found to be insignificant. It was determined that the experimental and control groups differed significantly from the pre-test scores obtained from the avoidant decision-making style but did not show any significant change within the scores of the post-test and follow-up tests. [O] . mustafa ercengiz, ali haydar şar 2018

机译：决策是分析有关问题情况的信息并将其与特定结论进行比较的过程，以解决特定的问题（Yıkılmaz，2001; Miller和Byrnes，2001）。决策风格是一种机制，受到内部和外部条件的影响，确定个人决定的方向，决策过程的内容以及决策过程的结果（PAYNE，BETTMAN和BEDNE） Johson，1993;Bavol'ár和奥萨洛瓦，2015）。法案是认知行为治疗家庭的当代成员。行为（验收和承诺治疗）具有与行为疗法和认知疗法的类似和不同方向（Herbet和Forman，2011; Hayes，2004）。 KKT在分析行为中使用存在性和认知方法来响应古典行为治疗方法。 KKT是一个科学翼，试图解决人类问题，旨在解决有问题的人类行为（铅垂，斯图尔特，Dahl和Lundgren，2009）。有人认为，当我们国家的瞄准国家进行筛选时，有关行动方法的新方法几乎没有研究，并且认为我们的国家将为完成工作做出贡献的心理咨询领域。在研究的范围内，使用实验和对照组和初步测试，使用后测试和后续测量的2x3实验设计。该研究的研究小组包括共24名（12个实验和12个对照组）大学学生在不同的部门和水平上学习，在2015-2016学术上继续进行2015-2016的学术年度2015-2016学年年。实验和对照组参与者的平均年龄是20.实验组中有12名参与者，7名女性和5名男性，12名参与者，7名女性和5名男性。研究人员准备的个人信息表格和决策制定风格规模在研究中使用。为了决定在分析数据的过程中使用的测试，参与者的决策风格刻度预测的分数主要在实验和对照组中进行，分析了参数的基本期望吗？测试得到了回答。由于对实验和对照组给出了从决策曲调标度获得的分数，偏移和峰度分子系数。确定该分布是正常的在成熟的-WILK试验结果中，其中每亚级的偏差和刚度系数在-1到+1之间排名。实验和对照组的参与者;决策式预测测量的同质性测试结果表明数据是均匀的。根据毛毛环保试验的结果，已确定工作支持假设。据确定，从依赖决策风格的实验和对照组获得的预测分数之间没有显着差异，但测试组在测试后的分数内显示出较低的平均分数和后续的分数 - 测试。因此，可以说，应用于实验组的面向活动的心理教育程序减少了决策风格子维度的依赖决策风格分数，并且心理教育程序具有持久的效果。据确定，从实验和对照组自发决策风格获得的预测试，测试后和后续评分之间没有显着差异。因此，可以说这种情况不会导致从应用于实验组的活动导向的心理教育程序的决策风格分数的自发决策风格分数显着差异。行为的心理教育计划在个人直观的决策风格下降，但这种减少并没有产生显着的差异。因此，可以说，这种情况不会在从应用于实验组的KKT导向的心理教育程序的决策风格分数中产生有意义的决策风格分数。从实验和对照组的理性决策风格获得的预测分数显示后检验后和随访评分之间存在差异，但这种差异并不重要。由于分析，确定测试组的理性决策风格较高，而不是后测试和后续分数的预测分数，而对照组合理决策风格的后测试和后续测试分数显示出与预测试分数相比的减少。预测分数。决策款式扩展避免决策由于分析了预测试，测试后和后续措施的班次评分的平均分数，发现群体效应是微不足道的。确定实验和对照组从避免决策风格获得的预测评分中显着不同，但在测试后和后续测试的分数内没有显示出任何重大变化。

Studies on the Application of Information System Online University Based on Civitas Academic Satisfaction Level (Case Study in Indonesia University of Education)

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