( Information System Study Program Telkom Polytechnic, School of Electrical Engineering and Informatics Institut Teknologi Bandung )
Keywords: e-learning,Elementary schools,E-learning maturity model (EMM),ADKAR
The introduction of internet service in Cinta Mekar village-Subang, west Java, becomes a unique phenomenon. This is because; the village located far from the city and it does not have telecommunication facility. The rural ICT technology built by the Digital Learning Team (DLT) become one of the prime movers for internet rising in this village. This rising is marked by e learning in two elementary schools, there are Cinta Mekar and MI Al Huda elementary schools. The teacher study from the e-learning, meanwhile the DLT guide them in learning process through e-learning. The internet raises the pride of the teachers and encourages them to to find the information. The first problem with the implementation of e-learning are the teachers do not understand how to use it. Due to the problems, there is a need to measure the e-learning and define the activities phase, especially in rural area. E-Learning Maturity Model (EMM) is used to measure the e-learning and the activities is developed based on ADKAR (Awareness, Desire, Knowledge, Ability, Reinforcement) model of change management. From EMM, we focused on 2 sub process learning, 1 sub process development, 2 sub process support, 1 sub process evaluation, and 1 sub process organization. From this measurement, the e-learning condition in the elementary school indicated partially adequate status. This result is proven by the readiness from the system but lack of training, supervising and coaching from the DLT. To solve the current condition, we define the activities based on ADKAR, for example group development, documentation, research and review.