The Impact of Remote Learning on Unnes Student Satisfaction during The Covid-19 Pandemic: Structural Equation Modeling Approach


  • Sri Sukasih
  • Isa Anshori
  • Edy Purwanto


Tangible, Responsiveness, Service Quality, Student Satisfaction, Structural Equation Modeling (SEM)


The remote learning process during the Covid-19 pandemic impacted high student expectations of service quality. If educational institutions, especially lecturers, cannot provide quality services to students, there will be a problem of dissatisfaction in learning. Student dissatisfaction has an impact on low student participation during the learning process. This can reduce student participation and lower independent learning online. Therefore, institutions and related parties must analyze the quality of learning services consisting of tangible, reliability, responsiveness, assurance and empathy for student satisfaction. The method used to analyze these factors is to use the structural equation modelling (SEM) method. SEM analysis results show that the service quality factors consisting of tangible, reliability, responsiveness, assurance, and empathy, which significantly influence student satisfaction, significantly affect UNNES student satisfaction during the learning process using virtual learning. The important elements that are very influential are tangible and responsiveness with a significance level of α = 5% with a value of t> 1, 96, namely 0,009 and 0.004 with an estimate of 0, 44 and 0. 79. SEM analysis results also show that the factor reliability, assurance and empathy have no significant effect on student satisfaction, which is indicated by the t value <1.96, namely 0,664 0,438, 0,396 with an estimated value of -0,281, 1,166 and -0,722