JLCEdu (Journal of Learning and Character
Education)
PISSN: 2776-1215 EISSN: 2776-1207
Volume: 3 Number: 1 pp. 31-37, May 2023
https://journal.sracademicpublishing.org/index.php/J
LCEdu
THE INFLUENCE OF LEARNING FACILITIES ON THE
QUALITY OF EDUCATIONAL SERVICES
Ari Wibowo1*, Muhamad Masrur2
1Sharia Business Management Study Program, STEBI Liwa
2Management of Islamic Education, STIT Pringsewu, Lampung
1Jend. Sudirman Street, Sebarus, Balik Bukit, West Lampung, Lampung
2Wonokriyo Street, Gadingrejo, Pringsewu, Lampung, Indonesia
E-mail:
[email protected]*
Abstract
This research aims to investigate the influence of learning facilities on the quality
of education services in SMA N 1 Kalirejo. Optimal learning facilities are
identified as a critical factor in enhancing students' learning experiences and
overall education quality. Through a quantitative research approach, data were
collected from students, educators, and support staff through surveys and
interviews. Regression analysis was employed to measure the relationship
between learning facility variables and indicators of education service quality. The
research results are expected to provide a profound understanding of the extent to
which learning facilities affect the quality of education services, as well as
recommendations for improving infrastructure and institutional education
policies. This study has the potential to contribute valuable insights for the
development of improvement strategies and the management of learning facilities
to enhance the quality of education services in the future.
Keywords: Learning Facilities, School, Education Quality
INTRODUCTION
In improving school quality, there is a need for continuous improvements,
both physical and non-physical. Infrastructure, curriculum, and teacher
competencies are crucial components that can support success in school learning.
The end result of a good learning process is the assurance of students' academic
achievements and the improvement of school quality. The Republic of Indonesia
Law No. 20 of 2003 on the National Education System regulates the provision of
facilities and infrastructure to support the education process, stating, "Every
formal and non-formal education unit provides facilities and infrastructure that
meet the educational needs according to the physical, intellectual, social,
emotional, and obligations of learners' growth and development." To support the
learning process, educational institutions must provide facilities and infrastructure
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Ari Wibowo, at al
that prioritize the needs of students. Effective management of procurement and
management of facilities and infrastructure is necessary.
Learning facilities include equipment and infrastructure that support the
teaching and learning process, both movable and immovable, to ensure the
smooth, orderly, effective, and efficient achievement of educational goals
(Muhroji, 2004). Educational facilities are tools and equipment directly used to
support the education process (Mulyasa, 2009). Learning facilities include
textbooks, reading books, school laboratory equipment, and various other learning
media (Dimyati, 2009). Meanwhile, learning infrastructure includes all
components that directly support the implementation of the learning process in
schools (Aunurahman, 2010). Learning infrastructure in schools includes school
buildings, classrooms, sports fields, places of worship, art rooms, and sports
equipment. According to the Minister of National Education Regulation No. 24 of
2007, facilities are movable learning equipment, and infrastructure is the basic
facility for carrying out the functions of a school or madrasah.
The quality of education services provided by educational institutions is one
of the components that influences the quality of a school. The absence of face-toface learning directly due to the Covid-19 pandemic will affect the quality of
education services received by students. The quality of education services in
schools can be seen during the learning process and will ultimately affect the
learning outcomes of students. The quality of education services is the perceived
quality of learning by students. This includes the quality of teachers in teaching,
the smoothness of services, feedback, daily services, the comfort of classroom
arrangement, and the final results of students' learning processes. Measuring the
quality of education services is an essential element to provide optimal education
services, emphasizing aspects of goodness, efficiency, and effectiveness. The
quality of education services must prioritize the needs of students, who are
consumers of an educational institution, in this case, the school as an education
service provider, leading to positive perceptions from students regarding the
education services provided by the school. Schools have autonomy in utilizing,
managing, and organizing facilities and infrastructure, and their optimal use can
be achieved through managerial processes by stakeholders from the school,
including the school principal, educators, and students as school members
(Awaluddin & Saputra, 2016).
According to Mustari (2014), the utilization of school facilities and
infrastructure is one indicator that measures the level of the quality of services
provided by the school to students. Effective use of facilities and infrastructure is
the usage that is adjusted to needs, and there are four objectives of effective use of
facilities and infrastructure: (1) achieving goals, (2) relevant use between media
and discussion of material, (3) available facilities and infrastructure, and (4)
student characteristics. Meanwhile, according to Siti (2017) in her journal, the role
of the school principal is essential in efforts to improve the quality of education
services, including: (1) managing facilities and infrastructure, (2) nurturing,
guiding, and motivating subordinates, (3) implementing the curriculum.The
influence of learning facilities on the quality of education services is a critical
aspect of educational management. Research has shown that the quality of service
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Ari Wibowo, at al
facilities significantly impacts student satisfaction and loyalty (Chandra et al.,
2019). For instance, a study on the relationship between perceived service quality
and satisfaction in sports facilities among students revealed that service quality
factors have a direct influence on student satisfaction (Azmi et al., 2022).
Moreover, the availability and utilization of educational facilities have been
identified as crucial factors in ensuring the quality of education, especially during
challenging times such as the COVID-19 pandemic (Puteri & Sugiyono, 2022).
Additionally, the role of principal leadership in improving the quality of
education has been emphasized, with initiatives such as upgrading assignments
and workshops contributing to enha (...truncated)
