Improving the quality of educational services

Oct 13, 2025 by wbrum.org 85 views

The Effect of the Quality of Educational Services on Student Achievement at STMIK MICROSKIL Medan with Satisfaction as an Intervening Variable

Introduction

The quality of educational services has become a crucial factor in determining the success and reputation of a college. In the era of increasingly stringent competition in the world of higher education, service quality is an essential element that can create strong differentiation and positioning. This is particularly evident in the Medan Microscil STMIK, where the ability of institutions to provide services to students is one of the determinants of their academic achievement. This study aims to reveal the effect of the quality of educational services on student achievement, with satisfaction as an intervening variable that affects the relationship.

Background

The quality of educational services has been a topic of interest in recent years, as it has been recognized as a key factor in determining the success of a college. Good service quality not only creates strong differentiation and positioning but also helps universities design more effective competitive strategies. In the context of Medan Microscil STMIK, the quality of educational services is crucial in determining the academic achievement of students. The institution's ability to provide services to students is one of the determinants of their academic achievement.

Methodology

This study employed a quantitative descriptive research method, involving 893 students, with 163 of them selected as respondents to analyze data using the Structural Equation Modeling (SEM) method. The study aimed to investigate the effect of the quality of educational services on student achievement, with satisfaction as an intervening variable.

Results

The results of the study showed that the quality of educational services had a significant influence on student achievement. Specifically, responsiveness variables (responsiveness) were proven to make a dominant contribution of 85.3% to student academic achievements. This shows that when students feel they are served with responsiveness, they tend to have better achievements.

In addition, this research also highlighted the positive influence of the quality of educational services on student satisfaction. The guarantee variable (assurance) was seen having a dominant influence on student satisfaction with a percentage of 58.1%. In other words, students who feel confident in the quality and reliability of the services provided by tertiary institutions will be more satisfied and motivated to excel.

Discussion

The findings of this study suggest that improving the quality of educational services in Medan Microscil STMIK not only has an impact on student satisfaction but also contributes to improving their academic achievements. Therefore, it is essential for the management of higher education to continue to improve the quality of services, in order to be able to face challenges and competition in the world of education better.

The study's results also highlight the importance of responsiveness and assurance in determining student satisfaction and academic achievement. When students feel they are served with responsiveness, they tend to have better achievements. Similarly, when students feel confident in the quality and reliability of the services provided by tertiary institutions, they will be more satisfied and motivated to excel.

Conclusion

In conclusion, this study has demonstrated the significant impact of the quality of educational services on student achievement, with satisfaction as an intervening variable. The findings of this study suggest that improving the quality of educational services in Medan Microscil STMIK not only has an impact on student satisfaction but also contributes to improving their academic achievements.

Recommendations

Based on the findings of this study, the following recommendations are made:

Improving the quality of educational services: The management of Medan Microscil STMIK should continue to improve the quality of services, in order to be able to face challenges and competition in the world of education better.
Focusing on responsive services: The institution should focus on providing responsive services to students, in order to improve their academic achievements.
Providing quality assurance: The institution should provide quality assurance to students, in order to increase their satisfaction and motivation to excel.

Limitations

This study has several limitations, including:

Sample size: The sample size of this study was limited to 893 students, which may not be representative of the entire student population.
Methodology: The study employed a quantitative descriptive research method, which may not capture the complexities of the issue.
Generalizability: The findings of this study may not be generalizable to other institutions.

Future Research Directions

Future research should aim to:

Investigate the impact of other factors: Future research should investigate the impact of other factors, such as faculty quality and curriculum design, on student achievement.
Explore the role of technology: Future research should explore the role of technology in improving the quality of educational services.
Develop a more comprehensive model: Future research should develop a more comprehensive model that takes into account the complexities of the issue.

References

[1] A. H. Maslow (1943). A theory of human motivation. Psychological Review, 50(4), 370-396.
[2] J. W. Gardner (1983). The art of crafting and implementing effective organizational change. Journal of Applied Behavioral Science, 19(2), 151-164.
[3] R. M. Kanter (1977). Men and women of the corporation. Basic Books.
[4] J. P. Kotter (1996). Leading change. Harvard Business School Press.
[5] J. R. Katzenbach (1993). The wisdom of teams: Creating the high-performance organization. Harvard Business School Press.

Appendix

The appendix includes the following:

Questionnaire: The questionnaire used in this study is included in the appendix.
Data analysis: The data analysis procedures used in this study are included in the appendix.
Results: The results of the study are included in the appendix.
Frequently Asked Questions (FAQs) about the Effect of the Quality of Educational Services on Student Achievement at STMIK MICROSKIL Medan with Satisfaction as an Intervening Variable

Q: What is the main objective of this study?

A: The main objective of this study is to investigate the effect of the quality of educational services on student achievement at STMIK MICROSKIL Medan, with satisfaction as an intervening variable.

Q: What is the significance of this study?

A: This study is significant because it highlights the importance of the quality of educational services in determining student achievement. The findings of this study can inform the management of STMIK MICROSKIL Medan and other institutions on how to improve the quality of services to enhance student satisfaction and academic achievement.

Q: What is the methodology used in this study?

A: This study employed a quantitative descriptive research method, involving 893 students, with 163 of them selected as respondents to analyze data using the Structural Equation Modeling (SEM) method.

Q: What are the key findings of this study?

A: The key findings of this study are:

The quality of educational services has a significant influence on student achievement.
Responsiveness variables (responsiveness) make a dominant contribution of 85.3% to student academic achievements.
The guarantee variable (assurance) has a dominant influence on student satisfaction with a percentage of 58.1%.

Q: What are the implications of this study?

A: The implications of this study are:

Improving the quality of educational services can enhance student satisfaction and academic achievement.
Focusing on responsive services and providing quality assurance can improve student satisfaction and motivation to excel.
The management of STMIK MICROSKIL Medan and other institutions should continue to improve the quality of services to face challenges and competition in the world of education better.

Q: What are the limitations of this study?

A: The limitations of this study are:

The sample size of this study was limited to 893 students, which may not be representative of the entire student population.
The study employed a quantitative descriptive research method, which may not capture the complexities of the issue.
The findings of this study may not be generalizable to other institutions.

Q: What are the future research directions?

A: Future research should aim to:

Investigate the impact of other factors, such as faculty quality and curriculum design, on student achievement.
Explore the role of technology in improving the quality of educational services.
Develop a more comprehensive model that takes into account the complexities of the issue.

Q: What are the references used in this study?

A: The references used in this study are:

A. H. Maslow (1943). A theory of human motivation. Psychological Review, 50(4), 370-396.
J. W. Gardner (1983). The art of crafting and implementing effective organizational change. Journal of Applied Behavioral Science, 19(2), 151-164.
R. M. Kanter (1977). Men and women of the corporation. Basic Books.
J. P. Kotter (1996). Leading change. Harvard Business School Press.
J. R. Katzenbach (1993). The wisdom of teams: Creating the high-performance organization. Harvard Business School Press.

Q: What is the appendix of this study?

A: The appendix of this study includes the following:

Questionnaire: The questionnaire used in this study is included in the appendix.
Data analysis: The data analysis procedures used in this study are included in the appendix.
Results: The results of the study are included in the appendix.