Based on the needs analysis conducted on several schools on the special features of the LMS or the features needed by the LMS for online learning, it shows that the simpler the features, the better the focus for teachers to focus on using methods or strategies in learning. This is because the teacher considers the features in the LMS only to be used as tools, not as learning media. The difference in meaning occurs in the LMS function. LMS which is used as the main means of learning is considered a representative of learning activities, while the blended system or online system is a substitute for the learning method or model. This research was conducted qualitatively. Descriptive data processing facilitates the delivery of information on the data received through a description of the data distribution. Data collection is submitted to respondents bothteachers and students. Optimizing the use of LMS in a blended learning system, it is done through qualitative data collection using a list of user response questionnaires by assessing various indicators of using LMS in blended learning. The indicators to be assessed are Suitability, Ease, Fluency, and Data Organizing received. These four things become the main assessment of the readiness of LMS and Blended learning as an optimal learning tool. The characteristics of the stages in the learning method/strategy that are internalized through the sections contained in the LMS make the lesson features in the LMS meaningful as learning reinforcement. The use of good organizing will support the quality of learning. This makes LMS a means of collecting online learning assignments

LMS; Features; Suitability; Ease; Fluency; Data Organizing; Blended Learning.