<![CDATA[ABSTRACTThis study evaluates the performance of Individual Consultants who support Indonesia’s self-managed junior high school revitalization program. It compares stakeholder-rated importance and actual performance, maps improvement priorities, and explains the principal performance gap. A descriptive cross-sectional design combined Importance–Performance Analysis with open-ended responses. Fifteen attributes—seven technical, three administrative, and five social/managerial—were rated by 28 stakeholders from eight schools in Makassar, including school construction committees, technical teams, the municipal education office, and the expert coordinator. All 30 importance and performance items were valid, while reliability was very high (Cronbach’s alpha 0.950 and 0.977). The importance grand mean (4.510) exceeded performance (4.321), producing an overall gap of −0.188 and 95.83% conformance. Administrative verification and reporting occupied the “Keep Up the Good Work” quadrant in full, whereas no technical attribute did. Physical-progress monitoring was the only “Concentrate Here” attribute (importance 4.54; performance 4.29; gap −0.250). Qualitative responses associated the deficit with irregular visits and excessive school assignments. The findings show that documentary compliance can remain strong while field assurance weakens. Structured site-visit schedules, digital evidence-based reporting, and workload standards are therefore recommended.]]>
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