Dvi Afriansyah, Razaki Persada, Agus Susanto

Lecturer Performance, Academic Service Quality, Availability of Facilities on Student Satisfaction at Stain Kepulauan Riau

Introduction

Lecturer performance, academic service quality, availability of facilities on student satisfaction at stain kepulauan riau. Explore lecturer performance, academic service quality, and facilities' impact on student satisfaction at STAIN Kepulauan Riau. Key insights for enhancing education quality.

Abstract

Lecturer Performance, Academic Service Quality, Availability of Facilities and Infrastructure in Islamic universities have a major impact on the quality of education, scientific development, and entry into the institution. Based on initial observations, STAIN Sultan Abdurrahman Kepri has a low level of Student Satisfaction in 3 aspects. This research is a quantitative study. The primary data source was obtained from students of STAIN Sultan Abdurrahman Kepulauan Riau consisting of 11 study programs with a total of 92 students. The instrument used to collect data in this study was in the form of a digital questionnaire as the main instrument and observation as a supporting instrument. The results of this study Constant (15.707), This shows the basic value of student satisfaction when all independent variables are zero. In this context, the theoretical value that shows the basic level of satisfaction without the influence of lecturer performance, academic service quality, or the availability of facilities and infrastructure. Lecturer Performance (0.175), This coefficient shows that every one unit increase in lecturer performance, assuming other variables remain constant, will increase student satisfaction by 0.175 units. This shows that lecturer performance has a positive and significant influence on student satisfaction. Academic Service Quality (0.191), This coefficient shows that every one unit increase in academic service quality, assuming other variables remain constant, will increase student satisfaction by 0.191 units. This indicates that the quality of academic service also contributes positively and significantly to student satisfaction. Availability of Facilities and Infrastructure (-0.011), This negative coefficient shows that every one unit increase in the availability of facilities and infrastructure, assuming other variables remain constant, will reduce student satisfaction by 0.011 units, this shows that the availability of facilities and infrastructure is still inadequate, and needs to be improved.

Review

This study, titled "Lecturer Performance, Academic Service Quality, Availability of Facilities on Student Satisfaction at Stain Kepulauan Riau," addresses a pertinent issue within the context of Islamic higher education: the factors influencing student satisfaction. Recognizing the significant impact of these variables on educational quality and institutional reputation, the authors set out to investigate their relationships with student satisfaction at STAIN Sultan Abdurrahman Kepri, where initial observations indicated a low level of satisfaction across three unspecified aspects. The research employs a quantitative approach to explore these crucial dynamics. The methodology involved primary data collection from a sample of 92 students drawn from 11 study programs within the institution. Data was gathered predominantly through a digital questionnaire, supplemented by observations. The core findings highlight several important relationships. Lecturer performance, with a coefficient of 0.175, and academic service quality, with a coefficient of 0.191, both demonstrated a positive and significant influence on student satisfaction, indicating that improvements in these areas directly contribute to better student experiences. Intriguingly, the availability of facilities and infrastructure yielded a negative coefficient of -0.011. While the abstract interprets this as suggesting inadequacy and a need for improvement, the negative sign implies that an increase in the *availability* of facilities, under current circumstances, could potentially *reduce* student satisfaction, a finding that merits deeper qualitative exploration. While the study provides a preliminary understanding of the factors affecting student satisfaction in this specific context, several aspects could enhance its contribution. The sample size of 92 students across 11 distinct study programs is relatively modest for a quantitative study and may limit the generalizability of the findings. The abstract also lacks detail regarding the specific "3 aspects" of low student satisfaction mentioned in the initial observations, or the validation processes for the digital questionnaire, which are crucial for assessing instrument reliability. Furthermore, the counter-intuitive negative coefficient for facilities and infrastructure requires more elaborate discussion and contextualization within the main paper. Future research would benefit from a larger, more representative sample, a more detailed methodological exposition, and potentially a mixed-methods approach to thoroughly explore the complexities of student perceptions regarding facilities.

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