An Evaluation of Service Quality Ar-Rayhan Integrated Islamic School Using the Servqual Approach

Abstract

Penelitian ini bertujuan untuk mengevaluasi kualitas layanan di Sekolah Islam Terpadu Ar-Rayhan School dan hubungannya dengan kepuasan orang tua siswa. Metode yang digunakan adalah deskriptif kualitatif dengan teknik pengumpulan data melalui wawancara, observasi, dan dokumentasi dengan 200 responden yaitu orang tua siswa. Hasil penelitian menunjukkan bahwa secara umum orang tua merasa cukup puas terhadap layanan sekolah, terutama pada dimensi keandalan (reliability) dan empati (empathy). Namun, masih terdapat kesenjangan antara harapan dan kenyataan layanan yang diterima. Nilai rata-rata skor kenyataan sebesar 4,27 dan skor harapan sebesar 4,58, menghasilkan nilai gap rata-rata sebesar -0,31. Gap terbesar terdapat pada aspek fasilitas penunjang pembelajaran (Gap = -2,28), yang mencerminkan lemahnya dimensi bukti fisik (tangibles). Sebaliknya, gap positif tertinggi terdapat pada respons guru terhadap permasalahan siswa (Gap = 0,20), menunjukkan kekuatan sekolah pada aspek responsiveness dan empathy. Penelitian ini diharapkan dapat menjadi masukan strategis bagi pihak sekolah untuk memperbaiki dimensi pelayanan yang masih lemah agar kualitas layanan dapat lebih optimal dan sesuai harapan orang tua siswa.

This study aims to evaluate the quality of services at Ar-Rayhan Integrated Islamic School and examine its relationship with parents’ satisfaction. The research employs a qualitative descriptive method, with data collected through interviews, observations, and documentation involving 200 respondents, namely students’ parents. The findings indicate that, in general, parents are fairly satisfied with the school’s services, particularly in the dimensions of reliability and empathy. However, there remains a gap between parents’ expectations and the actual services received. The average score for perceived performance is 4.27, while the average expectation score is 4.58, resulting in an overall mean gap of -0.31. The largest gap is found in the aspect of supporting learning facilities (Gap = -2.28), reflecting weaknesses in the tangibles dimension. Conversely, the highest positive gap appears in teachers’ responsiveness to students problems (Gap = 0.20), indicating the school’s strength in the dimensions of responsiveness and empathy. This study is expected to provide strategic input for the school management to improve weaker service dimensions so that service quality can be optimized and better aligned with parents expectations..