PERCEPTION OF STUDENTS ON TEACHING QUALITY: A STUDY OF STUDENT EVALUATION OF TEACHING IN ISLAMIC HIGHER EDUCATION


Authors

(1) * Nurur Rifqotul Maulidah   (Graduate Program Nurul Jadid University, Probolinggo, Indonesia)  
        Indonesia
(*) Corresponding Author

Abstract


Abstract: Student Evaluation of Teaching (SET) is a critical tool for ensuring quality in higher education, yet its validity and comprehensiveness remain debated. SET results do not always capture students' nuanced perspectives due to factors such as ambiguous evaluation forms, varying interpretations of questions, and influence of non-academic factors. This research aims to reveal students' positive and negative perceptions of teaching quality through qualitative exploration of SET dimensions at an Islamic university. Employing a descriptive qualitative approach, this study involved eight students from the Department of Elementary School Teacher Education at Nurul Jadid University, selected purposively based on active status, completion of courses with five selected lecturers varying in gender and teaching experience (>5 to >20 years), and willingness to participate. Data were collected through in-depth semi-structured interviews focusing on eight SET criteria (class organization, course materials, teaching methods, student interaction, feedback, learning media, library and supporting resources, and satisfaction level) and Focus Group Discussion (FGD) conducted over several months, with recordings transcribed verbatim. Data analysis used thematic analysis with validity ensured through check and recheck, researcher diligence, time triangulation, researcher triangulation, and member confirmation. Findings indicate variations in positive and negative perceptions across criteria: positive perceptions arise when lecturers explain learning objectives and course contracts clearly, master materials with direct demonstrations and analogies, act as facilitators with enthusiastic and varied methods, respond well and engage in active discussions, provide constructive feedback and analogies, utilize complete LMS features and diverse media, and provide accessible supporting references. Negative perceptions emerge from unpunctuality, unilateral course contracts, rigid teaching, lack of explanation, monotonous teacher-centered methods, passive interaction, absence of feedback, incomplete LMS materials, and lack of references. Seven key criteria related to student satisfaction were identified spanning offline and online learning environments. Overall, perceptions were consistent with lecturers' expertise but highlighted need for more interactive, transparent, and student-centered approaches. This study contributes novelty by qualitatively unpacking SET dimensions in Islamic higher education context, revealing implicit perceptions behind explicit scores, and developing more effective evaluation instruments. Implications point to need for faculty development in pedagogical communication and integration of qualitative feedback into SET system.

Keywords

Student Evaluation of Teaching, Teaching Quality, Student Perception



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Talenta: Educational Resource Management
Published by Lembaga Penerbitan, Penelitian, dan Pengabdian kepada Masyarakat (LP3M) of Nurul Jadid University, Probolinggo, East Java, Indonesia.