Critical evaluation of ELSAKTI learning management system implementation at Universitas Pancasakti Tegal based on student document analysis

Abstract

This article presents a critical evaluation of the implementation of ELSAKTI Learning Management System at Universitas Pancasakti Tegal, Indonesia, based on document analysis of four student evaluation papers from the Master of Pedagogy program. The study employs a qualitative document analysis approach to examine the gap between the pedagogical potential of LMS and its actual implementation in digital learning environments. Drawing on constructivist, connectivist, TPACK, and cognitive load theoretical frameworks, the analysis identifies four primary challenges: inconsistent lecturer adoption, fragmented platform usage, limited pedagogical integration, and usability constraints that increase extraneous cognitive load. Findings reveal that while ELSAKTI possesses adequate technical infrastructure, its effectiveness is compromised by weak institutional policies, absence of standardized instructional design, and varying levels of digital competence among lecturers. Comparison with successful national LMS programs (PPG, Guru Penggerak) underscores the need for structured content and dedicated support teams. Fragmented platform usage raises equity concerns, creating unequal learning experiences across courses. The study contributes to the growing literature on LMS implementation in higher education by providing a multi-stakeholder perspective on the systemic barriers to optimal LMS utilization. Recommendations include establishing institutional policies mandating LMS as the primary learning platform, developing instructional design support teams, implementing systematic digital pedagogy training programs, and improving usability design to reduce cognitive load.