Analysis of the Relationship between Curriculum Quality, Facilities and Infrastructure, and Learning Time Management on Student Satisfaction in the Learning Process in Secondary Schools

Volume 6, Number 1, 2025 https://ijble.com/index.php/journal/index Analysis of the Relationship between Curriculum Quality, Facilities and Infrastructure, and Learning Time Management on Student Satisfaction in the Learning Process in Secondary Schools Shofia Annisa Ratnasari1, Arifin2, Gustina Hidayat3 Fakultas Keguruan dan Ilmu Pendidikan Universitas Sebelas April1,2, Fakultas Ekonomi & Bisnis Unisersitas Sebelas April3 .id1, .id2, Gustina.feb@@unsap.ac.id3 ABSTRACT This study aims to examine the relationship between curriculum quality, educational facilities, and time management on student satisfaction in the learning process at secondary schools. Using a quantitative approach with a stratified random sampling technique, the study involved 250 students from various secondary schools. Data were collected using a structured questionnaire and analyzed through multiple linear regression with the help of SPSS software. The results showed that all three independent variables— curriculum quality, educational facilities, and time management—have a simultaneous and significant influence on student satisfaction. Among the three, curriculum quality has the most dominant effect, followed by educational facilities and time management. The coefficient of determination (R²) indicated that 37.7% of the variance in student satisfaction can be explained by the three variables. These findings highlight the importance of a relevant and flexible curriculum, adequate school facilities, and effective learning time management in improving students' learning experience. Keywords: Curriculum Quality; Educational Facilities; Time Management; Student Satisfaction; Secondary School INTRODUCTION The quality of education is an important indicator in the development of competent and highly competitive human resources. In the context of secondary education, student satisfaction with the learning process is one of the important aspects that reflects the effectiveness of the education system implemented. This satisfaction does not only depend on the material delivered by the teacher, but is also influenced by various factors such as the quality of the curriculum, the facilities and infrastructure available, and efficient management of learning time (Martha & Suryana, 2019). Thus, to realize a meaningful and enjoyable learning process, an in-depth evaluation of these elements is needed in order to support the improvement of the quality of education (Purnamasari, 2021). The curriculum as a basic framework in the educational process plays an important role in determining the direction and objectives of learning. A good curriculum must be able to answer the challenges of the times and the needs of students in facing the real world. According to Fasani et al. (2016), a curriculum that is designed systematically and responsive to the development of science and the needs of students will create a productive and enjoyable learning environment. However, in several high schools in Indonesia, the curriculum still tends to be textual and less relevant to students' real lives, thus causing boredom and reducing satisfaction in participating in learning activities (Raharjo, 2017). In addition to the curriculum, the existence of facilities and infrastructure is also a major support in creating a conducive learning atmosphere. Physical facilities such as comfortable classrooms, complete laboratories, and access to information and communication technology contribute significantly to the success of learning (Setiyaningsih, 2017). Research by Tanjung et al. (2019) shows that students who 620 Volume 6, Number 1, 2025 https://ijble.com/index.php/journal/index study in an environment with adequate facilities tend to have a higher level of satisfaction compared to students who study in places with limited facilities. Therefore, investment in the development of educational facilities and infrastructure is an important strategy in improving the quality of education. Study time management also plays a central role in creating an efficient and effective learning process. Well-structured and organized study time allows students to organize academic and non-academic activities in a balanced manner, so that it not only supports academic achievement but also character development and social skills. According to Dewi (2019), good time management in the learning process helps reduce student stress and increases focus and motivation to learn. However, there are still many schools that are not optimal in organizing study schedules, resulting in inequality in the distribution of study load and reducing student satisfaction with the educational process they are undergoing. These three factors do not stand alone, but are interrelated and influence each other in shaping students' learning experiences. Previous studies have shown that good integration between these three aspects can improve the quality of educational services and have a positive impact on student satisfaction (Pribadi, 2020). Student satisfaction is an important indicator because it can encourage learning motivation, increase student involvement in school activities, and reduce absenteeism and dropout rates. Therefore, an empirical analysis is needed regarding the relationship between these variables and student satisfaction as a basis for formulating targeted education policies. The purpose of this study is to analyze and evaluate the relationship between curriculum quality, facilities and infrastructure, and learning time management on student satisfaction in the learning process in secondary schools in Indonesia. Literature Review 1. Curriculum Quality The curriculum is a document and a set of plans for setting objectives, content, and learning materials as well as methods used as guidelines for organizing learning activities to achieve educational goals (Fadil et al., 2023). The quality of the curriculum can be seen from various aspects such as relevance to student needs, interrelationships between subjects, flexibility, and the ability of the curriculum to encourage active learning.Purwandani & Sutarsih (2016) emphasize that a highquality curriculum not only includes comprehensive content but must also be able to integrate values, 21st century skills, and adaptive learning approaches to change. In the era of globalization, the quality of the curriculum is required to be more dynamic and contextual, providing space for students to think critically, creatively, and collaboratively. Research by Sumarni et al. (2024) found that students' perceptions of a curriculum that suits their needs have a significant positive relationship with learning satisfaction. Meanwhile, a curriculum that is too rigid and does not adapt to students' learning styles can reduce their interest in learning and motivation. 2. Educational Facilities and Infrastructure Educational facilities and infrastructure include physical facilities such as classrooms, laboratories, libraries, learning m (...truncated)