Beyond Course Administration: A Documentary Case Review of Learning Management System Utilization-Supported Teaching at Universitas Kristen Indonesia

Sinaga, Dameria and Setiawan, Budi and Mahendra, Donny (2026) Beyond Course Administration: A Documentary Case Review of Learning Management System Utilization-Supported Teaching at Universitas Kristen Indonesia. Journal of Intelligent Decision Making and Information Science, 3 (2). pp. 2001-2015. ISSN 3079-0875

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Abstract

Learning management systems (LMS) can support both routine course administration and richer forms of active learning, but institutional claims about utilization are often stronger than the available evidence. This study examines how the UKI LMS is represented and pedagogically positioned at Universitas Kristen Indonesia (UKI). A qualitative documentary case-review design was applied to a fixed corpus of eight user-nominated sources: an instructor LMS tutorial, an official institutional video channel, two recorded lectures, two teaching slide decks, a peer-reviewed LMS benchmark article, and a curriculum monitoring and supervision article. Directed content analysis coded explicitly demonstrated platform functions, active-learning design elements, and governance requirements. Claims were classified as directly observed, triangulated interpretations, not evidenced, or recommendations. The instructor tutorial explicitly demonstrated 18 distinct functions: course administration (7), content and resource delivery (2), communication (1), and assignment management (8). No reporting or learning-analytics function was demonstrated. The inquiry and problem-based learning materials showed a strong conceptual fit with topic structuring, multimodal resources, forums, and controlled assignment submission; however, the corpus did not verify student participation, feedback quality, satisfaction, achievement, or causal learning effects. Cross-disciplinary lecture artifacts indicated institutional capacity to produce and circulate digital learning content in education and health-law contexts. The main implication is that UKI has documented functional foundations for LMS-supported learning, while the next maturity step is evidence-governed pedagogical orchestration: standard course design patterns, instructor support, accessible content, and privacy-conscious engagement analytics. The study offers an auditable case-review method and a measurement roadmap without fabricating primary data.

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