The Impact of Warehouse Management System (WMS) Implementation on Student Stock Control Competence in Practical Learning

Abstract

This study aims to evaluate the optimization of practical learning in Warehouse Management courses through the implementation of Warehouse Management System (WMS) to improve student satisfaction in stock control competencies. The development of information technology demands adaptation in the educational process, especially in the highly dynamic supply chain field, one of which is competency in stock control. Conventional learning methods are often less effective in providing comprehensive practical experience related to real-time inventory management. This study examines the significant influence between before using a warehouse management system and after using a warehouse management system on the performance of the practicum warehouse in stock control. This study uses a quantitative approach with a sampling technique that is a saturated sample technique that takes all samples from all students of the Logistics Engineering Technology study program. The analysis technique used is multiple linear regression using SPSS software. The results of the study show that the variable before using WMS on the performance of the practicum warehouse on student satisfaction in stock control competencies is 0.002 <0.05 and the calculated T value is 3.492 meaning that H1 is accepted and has a statistically significant influence on the dependent variable. While the research after using WMS on the performance of the practicum warehouse performance on student satisfaction in stock control competency is 0.008 <0.05 and the calculated T value is 2.879 meaning that H2 is accepted and has a statistically significant influence on the Warehouse performance variable. Therefore, it can be concluded that before or after the use of WMS has an effect on warehouse performance which can increase student satisfaction and stock control competency in the Logistics Engineering Technology study program at Jambi Polytechnic.