Ringkasan Survei kepuasan dosen S2 Pendidikan sains 2025

Berdasarkan hasil uji Wilcoxon, diperoleh nilai signifikansi sebesar 0,180 > 0,05, sehingga tidak terdapat perbedaan yang signifikan antara nilai harapan dan kenyataan kepuasan dosen Prodi S2 Pendidikan Sains UNESA Tahun 2025. Hal ini menunjukkan bahwa secara umum layanan yang diberikan telah sesuai dengan harapan dosen. Hasil analisis menunjukkan nilai rata-rata gap sebesar -0,20 dengan tingkat kesesuaian sebesar 94,90%. Artinya, sebagian besar dosen merasa cukup puas terhadap layanan yang diterima, namun masih ada aspek yang perlu ditingkatkan. Dimensi dengan kinerja terbaik adalah Reliability (kredibilitas) dengan tingkat kesesuaian 97,82%. Dimensi dengan gap terbesar terdapat pada Responsiveness dan Assurance, yang mencakup ketepatan pencairan remunerasi, kejelasan pedoman keuangan, serta kecepatan layanan administrasi. Hasil ini menggambarkan bahwa meskipun secara umum layanan sudah baik, peningkatan kualitas pada aspek tanggapan cepat, kejelasan kebijakan, dan keadilan dalam pelayanan masih perlu diperhatikan. Berdasarkan hasil analisis kuadran: Kuadran I (Prioritas Utama): Indikator P12 (kejelasan pedoman keuangan) dan P18 (ketepatan pencairan dana penelitian dan PKM) termasuk dalam prioritas utama untuk ditingkatkan karena dianggap penting namun memiliki kinerja rendah, Kuadran II (Pertahankan Prestasi): Indikator P1, P3, P6, P9, P10, P15, dan P16 memiliki tingkat kepentingan dan kinerja tinggi, sehingga perlu dipertahankan konsistensinya, Kuadran III (Prioritas Rendah): Beberapa indikator seperti P5, P7, P8, P11, P13, P14, P19, P20, dan P21 memiliki tingkat kepentingan dan kinerja rendah, sehingga tidak menjadi fokus utama perbaikan dan Kuadran IV (Berlebihan): Indikator P2, P4, dan P17 memiliki kinerja sangat baik namun tingkat kepentingannya relatif rendah.

Based on the Wilcoxon test results, a significance value of 0.180 > 0.05 was obtained, so there was no significant difference between the expected and actual satisfaction values ​​of lecturers in the UNESA Science Education Masters Study Program in 2025. This indicates that in general the services provided have met lecturers' expectations. The analysis results show an average gap value of -0.20 with a conformity level of 94.90%. This means that most lecturers feel quite satisfied with the services received, but there are still aspects that need to be improved. The dimension with the best performance is Reliability (credibility) with a conformity level of 97.82%. The dimension with the largest gap is Responsiveness and Assurance, which includes the accuracy of remuneration disbursement, clarity of financial guidelines, and speed of administrative services. These results illustrate that although the service is generally good, quality improvements in the aspects of rapid response, policy clarity, and fairness in service still need attention. Based on the results of the quadrant analysis: Quadrant I (Top Priority): Indicators P12 (clarity of financial guidelines) and P18 (accuracy of disbursement of research funds and PKM) are included in the top priorities for improvement because they are considered important but have low performance, Quadrant II (Maintain Achievement): Indicators P1, P3, P6, P9, P10, P15, and P16 have a high level of importance and performance, so their consistency needs to be maintained, Quadrant III (Low Priority): Several indicators such as P5, P7, P8, P11, P13, P14, P19, P20, and P21 have a low level of importance and performance, so they are not the main focus of improvement and Quadrant IV (Excessive): Indicators P2, P4, and P17 have very good performance but their level of importance is relatively low.