This page presents a program-focused summary of the Student Satisfaction Survey for the Bachelor Program in Primary Madrasah Teacher Education, locally known as Program Studi Pendidikan Guru Madrasah Ibtidaiyah. The summary highlights the university-wide student satisfaction index and the Faculty of Education and Teacher Training results as the most relevant aspects of the institutional context for BPTE.
Student Satisfaction
2025 Academic Year, First Semester (Even Semester 2024-2025). Index: 3.32 of 4.00 (Very High)
Student Satisfaction in FITK as the Faculty Context of BPTE
Since BPTE / PGMI is located in the Faculty of Education and Teacher Training, the FITK scores are used as the closest faculty-level reference.
| No | Aspect | FITK Index | Interpretation | Priority for BPTE |
|---|---|---|---|---|
| 1 | Academic Services and Systems | 3.14 | Positive, but still needs strengthening. | Improve academic information flow, online services, and guidance systems. |
| 2 | Non-Academic Services | 3.14 | Positive, but needs broader student development support. | Strengthen student activities, soft skills, scholarships, and career guidance. |
| 3 | Academic Services by Lecturers | 3.68 | Strongest FITK aspect. | Maintain lecturer responsiveness, advising, consultation, and student interaction. |
| 4 | Academic Administrative Services by Staff | 3.54 | Strong administrative service performance. | Maintain service consistency, clarity, and student-friendly communication. |
| 5 | Programme Coordinator / Programme Management | 3.56 | Very positive programme management perception. | Maintain responsive and caring programme-level services. |
| 6 | Facilities and Infrastructure | 2.84 | Lowest FITK aspect. | Prioritize classroom comfort, facility access, toilets, parking, and internet support. |
| 7 | Programme Scope | 3.37 | Very positive programme-related perception. | Strengthen curriculum relevance, learning strategies, assessment transparency, and career preparation. |
| FITK Average | 3.32 | Positive faculty-level result. | BPTE should maintain strong academic services while improving facilities and student development support. | |
Programme Coordinator Indicators
These indicators are directly relevant to study programme management services.
| No | Indicator | Index |
|---|---|---|
| 1 | Ability of programme administrators to provide services. | 3.36 |
| 2 | Willingness of programme administrators to assist students and provide services promptly. | 3.32 |
| 3 | Ability of programme administrators to ensure that services comply with regulations. | 3.31 |
| 4 | Willingness and concern of programme administrators to pay attention to students. | 3.34 |
Highest Lecturer Service Indicators
Academic services by lecturers became the highest university-level satisfaction aspect.
| No | Indicator | Index |
|---|---|---|
| 1 | Lecturersâ ability to ensure that services comply with regulations. | 3.45 |
| 2 | Lecturersâ ability to provide services. | 3.42 |
| 3 | Provision of time in providing services. | 3.42 |
| 4 | Lecturer services in thesis proposal consultations. | 3.41 |
| 5 | Communication and interaction with students. | 3.38 |
Programme Scope Indicators Relevant to BPTE
Programme Scope is directly connected with study programme quality, including curriculum relevance, lecturer quality, learning strategies, assessment, and professional career preparation.
| No | Programme Scope Indicator | Index | Meaning for BPTE |
|---|---|---|---|
| 1 | Quality of information, profile, and programme specifications. | 3.28 | Improve visibility and clarity of programme information. |
| 2 | Formulation of programme vision, mission, objectives, and goals. | 3.45 | Strongest programme-scope indicator. |
| 3 | Curriculum relevance of the programme. | 3.38 | Maintain curriculum alignment with educational needs. |
| 4 | Quality of programme lecturers. | 3.44 | Strong student perception of lecturer quality. |
| 5 | Teaching and learning strategies. | 3.37 | Maintain and strengthen innovative learning strategies. |
| 6 | Facilities and infrastructure in learning activities. | 3.31 | Needs continuous facility improvement. |
| 7 | Quality of the teaching and learning process in the programme. | 3.29 | Improve learning experience and monitoring. |
| 8 | Quality and transparency of learning outcome assessment. | 3.31 | Strengthen transparent rubrics and feedback. |
| 9 | Feedback and suggestions provided by lecturers. | 3.36 | Maintain lecturer-student feedback culture. |
| 10 | Quality of the programme in preparing students for professional careers. | 3.31 | Strengthen career preparation and graduate readiness. |
| 11 | Relevance of programme curriculum in individual development. | 3.32 | Support studentsâ personal growth. |
| 12 | Relevance of programme curriculum in academic development. | 3.37 | Maintain academic-development orientation. |
| 13 | Relevance of program curriculum in professional development. | 3.35 | Strengthen links with professional teacher competencies. |
| 14 | Relevance of curriculum to developments and needs in the world of work. | 3.38 | Maintain curriculum alignment with school and madrasah needs. |
Main Strength
Academic services by lecturers are the strongest aspect at the university level and also strong in FITK, supporting the academic quality profile.
Programme Strength
Program management and program scope received very positive scores, indicating a strong perception of study program governance and curriculum relevance.
Improvement Priority
Facilities and infrastructure require the most attention, especially parking, toilets, and sports facilities.
