MOH ANWAR SALAFUDIN, Umi Bariroh, Auliya Fahma, Khairu Ramadhani Nurul Hidayah, Faiz Abdul Majid Assharofi

The Synergy of School and Parent

Introduction

The synergy of school and parent. Evaluate parental satisfaction with SDIT Kartika Buana's educational services. Key findings identify learning programs & teacher competence as priorities, stressing school-parent synergy for quality.

Abstract

This study aims to evaluate the level of parental satisfaction with the educational services at SDIT Kartika Buana and to formulate strategies for improving service quality through a synergistic approach between the school and parents. The research employed a quantitative descriptive method using the Importance-Performance Analysis (IPA) approach. The sample consisted of 50 respondents randomly selected from a population of 319 students. The research instrument was a Likert-scale questionnaire developed based on the five dimensions of service quality as defined by Kotler and Armstrong, as well as Zeithaml and Bitner, namely: tangibles, reliability, responsiveness, assurance, and empathy. The findings indicate an average satisfaction level of 3.93 and an expectation level of 4.20, resulting in a conformity level of 95%. The Cartesian analysis revealed that the quality of the learning program, teacher competence, and the alignment between cost and educational quality are key priorities for improvement. Meanwhile, teacher behavior and the Tahfidz (Qur’an memorization) program fall under the category of aspects that should be maintained. This study highlights that synergy between the school and parents is a critical strategy in maintaining and enhancing the quality of educational services, particularly within integrated Islamic elementary education institutions.

Review

The study, "The Synergy of School and Parent," clearly articulates a pertinent objective: to evaluate parental satisfaction with educational services and devise strategies for enhancement through a synergistic school-parent approach at SDIT Kartika Buana. The chosen methodology, a quantitative descriptive method utilizing Importance-Performance Analysis (IPA), is well-suited for this aim, providing a structured framework to assess service quality based on established dimensions from Kotler and Armstrong, and Zeithaml and Bitner. This systematic approach allows for a direct assessment of parental perceptions and expectations, making the study’s initial design conceptually robust and relevant for service quality management in educational settings. The research yields actionable findings, notably identifying an average parental satisfaction level of 3.93 against an expectation level of 4.20, resulting in a 95% conformity. Crucially, the Cartesian analysis highlights the quality of the learning program, teacher competence, and the alignment between cost and educational quality as priority areas for improvement. Conversely, teacher behavior and the Tahfidz program are categorized as aspects to be maintained, reflecting areas of current strength. While these insights are valuable for targeted interventions, the sample size of 50 respondents drawn from a population of 319 students, though randomly selected, could be a point of discussion regarding its representativeness for an extensive school community and for ensuring the generalizability of the findings within the institution. The abstract also leans heavily on measuring satisfaction with services rather than deeply exploring the mechanics or indicators of "synergy" itself. Despite these considerations, this study provides a significant contribution by pinpointing specific areas for strategic improvement within integrated Islamic elementary education. The core conclusion that synergy between school and parents is critical for maintaining and enhancing educational service quality offers a powerful overarching message. To further enrich this work, future research could benefit from exploring the qualitative dimensions of school-parent synergy, investigating the specific channels and activities that foster this collaboration, and linking these synergistic efforts more directly to improvements in service quality and, ultimately, student outcomes. Overall, the paper offers a valuable, data-driven perspective for improving educational service delivery within its specific context.

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