Analisis Kualitas Layanan Pendidikan Berdasarkan Model Servqual: Studi Kasus di SMA Negeri 12 Sinjai - Muallim, Muallim; Muallim (Merdeka Belajar Kampus Merdeka, 2026)
Penelitian ini bertujuan menganalisis kualitas layanan pendidikan di SMA Negeri 12 Sinjai berdasarkan lima dimensi Servqual: bukti fisik, keandalan, daya tanggap, jaminan, dan empati. Menggunakan pendekatan kualitatif deskriptif evaluatif, data dihimpun melalui observasi, wawancara mendalam, dan angket terhadap 66 siswa. Hasil penelitian menunjukkan kualitas layanan berada pada kategori sangat baik. Dimensi keandalan, jaminan, dan empati menjadi keunggulan utama melalui implementasi Kurikulum Merdeka serta pendekatan guru yang humanis. Pemanfaatan WhatsApp efektif meningkatkan daya tanggap layanan informasi secara real-time. Namun, terdapat tantangan pada dimensi bukti fisik seperti keterbatasan ruang komputer, area parkir, dan kedisiplinan waktu guru. Penelitian ini merekomendasikan penataan ulang sarana prasarana dan penguatan manajemen disiplin untuk mempertahankan mutu layanan. Temuan ini menegaskan bahwa kualitas layanan pendidikan bersifat kontekstual dan bergantung pada sinergi antara kompetensi pedagogik serta ketersediaan fasilitas penunjang. This study analyzes the educational service quality at SMA Negeri 12 Sinjai based on five Servqual dimensions: tangibles, reliability, responsiveness, assurance, and empathy. Using a descriptive qualitative evaluative approach, data were gathered through observsation, in-depth interviews, and questionnaires from 66 students. The findings indicate that the service quality is categorized as excellent. Reliability, assurance, and empathy emerge as primary strengths, driven by the Merdeka Curriculum implementation and humanistic teaching approaches. Furthermore, the use of WhatsApp effectively enhances real-time responsiveness. However, challenges persist in the tangible dimension, specifically regarding limited computer labs, parking areas, and teacher time discipline. This research recommends infrastructure reorganization and strengthened discipline management to maintain service standards. The results emphasize that educational service quality is highly contextual, depending on the synergy between pedagogical competence and supporting facilities.