Evaluation of Postgraduate Student Satisfaction with the Implementation of Hybrid Learning Based on Expectation Confirmation Theory
Student satisfaction is an important indicator for evaluating the effectiveness of hybrid learning in higher education. Previous studies have mainly examined the implementation and effectiveness of hybrid learning, while limited attention has been given to explaining student satisfaction using Expectation Confirmation Theory (ECT), particularly in Indonesian postgraduate education. This study investigates student satisfaction with hybrid learning in the Postgraduate Program of UIN (Universitas Islam Negeri) Palangka Raya using the ECT framework. A quantitative survey was conducted involving 24 postgraduate students selected through purposive sampling because they had participated in hybrid learning for one semester. Data were collected using a structured questionnaire based on four ECT constructs: expectation, perceived performance, confirmation, and satisfaction. The instrument was tested for validity and reliability, and the data were analyzed using descriptive statistics. The findings show that students had high expectations regarding internet connectivity, learning facilities, and access to learning resources. They also reported positive perceptions of instructional transparency, course organization, assessment, punctuality, and lecturer–student interaction. These positive perceptions confirmed their initial expectations and resulted in a high level of satisfaction with hybrid learning. The findings support ECT by demonstrating that the fulfillment of students’ expectations contributes to greater satisfaction in hybrid learning and provide practical implications for improving hybrid learning implementation in postgraduate education.