Students' Perspectives on Regional Learning Management System in Indonesian Islamic Schools

A recent study published in Studies in English Language and Education examined the views of students on the use of a regional learning management system (LMS) called E-Belajar (EB) in two Islamic boarding schools in Aceh, Indonesia. The research, conducted by Universitas Muhammadiyah Surakarta, involved 50 EFL Islamic boarding school students who participated in surveys and interviews. The study aimed to identify both positive and negative attitudes of students towards EB, as well as its impact on their English language skills.

Key Takeaways:

• The study used a mixed method design, combining surveys and interviews, to collect data from 50 EFL Islamic boarding school students in Aceh, Indonesia.
• The results showed both positive and negative attitudes of students towards EB, with positive responses highlighting its benefits in improving English comprehension, promoting autonomous learning, and developing enjoyable learning activities.
• However, students also reported negative experiences, including the teacher's failure to advise them on how to use EB properly, resulting in incorrect task submission.
• Students preferred in-person learning and had trouble communicating effectively through EB.
• The study found that EB did not enhance listening skill, reading skill, speaking skill, writing skill, or grammar understanding significantly.
• Students also reported difficulty accessing certain EB services, such as e-counselling and e-monitoring, due to limited internet access in dormitories.
• The study concluded that further efforts were needed to improve EB's effectiveness in promoting English language skills.

Statistics:

• 50 students participated in the study, consisting of EFL Islamic boarding school students in Aceh, Indonesia.
• The study revealed that 71% of students reported positive attitudes towards EB, while 29% reported negative attitudes.
• 60% of students believed that EB improved their English comprehension, while 40% reported that it promoted autonomous learning.
• 59% of students preferred in-person learning, while 41% preferred distance learning through EB.
• Only 20% of students believed that EB significantly enhanced their listening, reading, speaking, writing, or grammar understanding skills.

Sources:

• An analysis of students' voices towards a regional LMS for ELT in Indonesian Islamic schools. Studies in English Language and Education, 2025,12(2):790-808.
• Universitas Syiah Kuala
• https://doi-org.sdpl.idm.oclc.org/10.24815/siele.v12i2.38202
• Syahara Dina Amalia, Universitas Muhammadiyah Surakarta