International Journal of Instruction July 2023 ● Vol.16, No.3 e-ISSN: 1308-1470 ● www.e-iji.net p-ISSN: 1694-609X pp. 489-504 Citation: Fadhilah, F., & Husin, M. (2023). Student readiness on online learning in higher education: An empirical study. International Journal of Instruction, 16(3), 489-504. https://doi.org/10.29333/iji.2023.16326a Article submission code: 20220719030843 Received: 19/07/2022 Revision: 13/01/2023 Accepted: 04/02/2023 OnlineFirst: 19/04/2023 Student Readiness on Online Learning in Higher Education: An Empirical Study Fadhilah Fadhilah Universitas Negeri Padang, Indonesia, fadhilah@ft.unp.ac.id Muhammad Husin Universitas Negeri Padang, Indonesia, muhammadhusin55@unp.ac.id Exposure to Covid-19 is a challenge for universities to implement an online learning system. The development of industrial technology, especially industry 4.0, requires every college graduate to have not only cognitive abilities but also problem-solving abilities. The research was in the mining engineering department, Faculty of Engineering, Universitas Negeri Padang, Indonesia. Therefore, identifying the elements that influence student readiness in online learning will enable universities to establish strategies to improve online learning quality. It is also the goal of this research. This study describes a model that measures student readiness in online learning in 3 dimensions: Self-management of Learning, lecturer quality, and access to technology. Besides, the impact of each construct on student readiness is estimated through the Partial Least Square Structural Equation Model (PLS-SEM). Then to identify the improvements in increasing student readiness, an Important-Performance Map Analysis (IPMA) is needed. From the 157 students, the R2 value was 0.582 (moderate), which affected online learning readiness. In addition, the quality of lectures was 0.351 (weak), and internet access needed to be improved. Thus, it is hoped that learning strategies can be applied to increase student activity in learning. Keywords: students’ readiness, online learning, PLS-SEM, IPMA, higher education INTRODUCTION Online learning due to the covid-19 virus outbreak caused various challenges for all education systems, especially universities (Davis & Hadwin, 2021; Hidayat et al., 2021; Husin et al., 2021). Like other educational institutions, universities are determined to continue educating their students and optimizing and maximizing the learning quality, as before covid-19 outbreak. However, routine habits during a pandemic, such as social interaction, face-to-face meetings, connectivity, and other issues, are restricted (Nguyen et al., 2021). This situation is influenced by: the rapid development of communication and information technology in universities, the emergence of demands for readiness and high satisfaction, the increasing level of job competition, and the higher level of