The Impact of Academic Service System Management on Enhancing the Quality of Islamic Elementary Teachers

Academic service system is one of the supporting elements in education in high school or universities. Despite the rising awareness of the usefulness of the IT based academic system, some education institutions do not have the ability of developing and implementing the system, especially due to the limited financial condition. The development of cloud computing based information system appears as a new paradigm in IT world which enable the school to implement IT based academic information system without investing big expenses of IT tools. The research is to learn the design of architecture system and prototype system of the supporting software for the school academic services. The result of this study would be the computer software to implement at school to improve the academic system especially those schools with limited financial condition and resources in developing the system Key words: academic service, cloud computing, IT services

Universities as educational providers need to provide good academic services for students. Academic services in the 4.0 era can be provided by creating an internet-based academic system. When a university does not have an internet-based academic service system, the university cannot provide good and quality academic services. This article aims at developing and analyzing academic services at universities by using an internet-based academic service system and Enterprise Architecture (EA). An academic service system called SIMANTAP (Sistem Informasi Manajemen Akademik Terpadu/Integrated Academic Management Information System) was made to implement in the academic service system at a university. The research method used was design-based research using the stages of defining, designing, developing, and reflecting. The research was conducted at four faculties at one university in West Java Province, Indonesia, which did not have an internet-based academic service system. The results showed that the utilization of academic service systems in universities has an important role in the process of conducting academic activities both for students, lecturers, and university staff. The academic activities were greatly helped by the use of internet-based academic service system. In its implementation, all users needed to know more and get used to using it, and the system designer needs to be responsive to anticipate any weaknesses in the system so that the academic service process runs well continuously.

This study aims to determine the role of the academic management system which includes the role and quality of teachers, curriculum, infrastructure and achievements of students at SD Darul Hikam Bandung. The method used in this research is descriptive qualitative, namely data in the form of descriptive information in the form of prose language which is then linked with other data to get clarity on a truth. The results showed that the academic management system which includes the role and quality of teachers, curriculum, infrastructure and student achievement at SD Darul Hikam Bandung is very concerned. SD Darul Hikam also uses a distinctive curriculum, namely Taqwa Character Building (TBC), which is different from other schools, so that SD Darul Hikam can be used as a competent reference school compared to other schools.

The information system has been widely utilized in various fields including the field of education. This study aims to examine the factors that affect the interests of academic information system utilization in electrical engineering lecturer POLSRI totaling 71 people. The data in this study was obtained from the primary data and secondary data. Primary data were obtained through a questionnaire (questionnaire) that has been provided. Secondary data were obtained from the administrative department of electrical engineering polytechnic sriwijaya. All lecturers sampled. A total of 71 questionnaires given and everything back. The data were analyzed using multiple linear regression techniques. These results indicate that the performance expectancy, effort expectancy and social factors affect the behavioral intention of academic information systems. This is because the respondents felt the information system helps in improving the quality of work and more improve the quality of teaching and learning. The background of the respondents who have educational S2 is also a supporter so it does not feel difficult in using the existing academic information system. Besides superiors and co-workers also strongly supports the use of existing academic information system. Keywords : behavioral intention, performance expectancy, effort expectancy, social factor

Analysis of Spanish vocational radiographers' education through clinical training and perceptions of core subject teachers: A survey

Quality is an absolute image that must be owned by every educational institution. In general, quality can be seen from the accreditation of educational institutions and academic services. Likewise, graduates are a reflection of the quality of educational institutions. One of the absolute factors to produce quality graduates is to support the development of teacher quality. This study aims to describe the policy model for developing the quality of MTs teachers in Central Tapanuli. The research approach is a qualitative type, with a descriptive study method. Data was collected using observation, interview, and document study techniques. Furthermore, data analysis uses data reduction techniques, data presentation, and data verification (to draw conclusions). Test the validity of research data using data triangulation techniques. The results of this study conclude that teachers have an important role in the progress of madrasas, the quality of teachers can be seen from the model of teacher quality development policies implemented in madrasas. The leadership of MTsN 1 and MTsN 2 in Central Tapanuli Regency implemented policies in the form of teacher quality improvement models according to needs, teacher quality development policies according to government policies, and instilling teacher discipline. Teachers are required to have high academic qualifications, and meet (four) competency standards, namely pedagogic, personality, social, and professional competencies. The teacher quality development policy at MTsN 1 and MTsN 2 Tapanuli Tengah has been implemented well, this can be seen from the ability of the madrasa principal to regulate all madrasa policies and programs so that the quality of education in Central Tapanuli can continue to improve.

One of the tasks of a university is teaching. To keep the quality by improving the teaching qualifications, materials, teaching facilities, and infrastructure. but, one of the important things is to keep the quality of teaching. The quality of teaching can be measured from the feedback of the students. Informatics Department of Mataram University has a system to get feedback from its students called SIKBM (a questioner system for teaching). Unfortunately, not of all the students will fill this questioner because there is no interest for the students. So, we apply a web service system that connects SIKBM and SIA (academic information system). It will force the students to access SIKBM as a requirement to fill KRS (Course selection sheet) on SIA. The result shows that on even semester of 2017, we gain feedback for all of the courses we did not get in the previous years.

The growth in the number of students in higher education institutions (HEIs) in Latin America reached 33.5 million in 2021 and more than 220 million worldwide, increasing the number of data volumes in academic management systems. Some of the difficulties that universities face are providing high-quality education to students and developing systems to evaluate the performance of teachers, which encourages offering a better quality of teaching in universities; in this sense, machine learning emerges with great potential in education. This literature review aims to analyze the factors, machine learning algorithms, challenges, and limitations most used to evaluate the quality of teaching based on performance. The methodology used is PRISMA, which considers analyzing literature produced between 2014 and 2024 on factors, prediction algorithms, challenges, and limitations to predict the quality of teaching. Here, 54 articles from journals indexed in the Web of Science and Scopus databases were selected, and 111 factors were identified and categorized into five dimensions: teacher attitude, teaching method, didactic content, teaching effect, and teacher achievements. Regarding the advances in machine learning in predicting teacher teaching quality, 30 ML algorithms were identified, the most used being the Back Propagation (BP) neural network and support vector machines (SVM). The challenges and limitations identified in 14 studies related to HEIs are managing the large volume of data and how to use it to improve the quality of education.

BackgroundAn ongoing evaluation system is essential to determine if the academic system in place has worked to produce a better product, hence the objective of our study was to evaluate the satisfaction level among medical students regarding their academic teaching and assessment method and what measures will they suggest for the future to rectify the current situation.This questionnaire based cross sectional study was conducted in a public sector medical university from February to July 2010. A well structured questionnaire was administered to a random sample of 375 final year medical students. However 292 of the students provided informed consent and filled in the questionnaire which included their demographic profile as well as questions in line with the study objective. Data was entered in a Statistical Package for Social Sciences (SPSS version.16) and analyzed using descriptive statistics.FindingsThe male to female ratio in our study was 1:2. Most of the students (57.2%) were dissatisfied with the quality of teaching in the university. Fifty-seven percent of the participants believed that the current standard of their institute were not at par with those of international medical universities. BCQ's were the mode of examination questions preferred by the majority of the students. Most of the students (66.1%) wanted the university to conduct career planning seminars to help them plan their career.ConclusionsThese results suggest that the students of public sector medical universities are unsatisfied from current academic facilities and teaching activities. Students recommend increased emphasis on better lectures and practical training as well as a need to incorporate career planning sessions for the students to help plan them their future career paths.

Dear Editor in chief Each year, Iranian university authorities, as a good tradition on Teacher’s Day, choose and introduce their top educators to their academic community. Undoubtedly, this effort is a good action, generally leading to effective promotion of educational system. However, criteria for these selections are always a matter of big debate. In overview, an academic excellent educator is supposed to be at a superior level of educational competency in comparison with his/her colleagues. University administrators and students are two individual references may rate to criteria. However, many surveys have revealed that students distinctively highlight different criteria for teacher excellence (1, 2). From academic authorities’ perspective, faculty members must be excelled in a combination of abilities and activities in three fields: Ability of teaching, quantity of teaching, and scholar engagement (3). In contrast, students commonly believe that an excellent educator is distinct from his/her colleagues by the quality of his/her course delivery and type of his/her educational interactions with learners. (4). In essence, from learners’ point of view, quantity of teaching is not generally a privilege for a teacher. Moreover, learners are not concerned about scholarship engagement of their educators. Consequently, neither quantity of teaching activities, nor scholar engagement of educators does affect on learners’ assessment of their educational competency. What learners notice sharply and consider it well in their teacher evaluation is quality of teaching and type of educational communication, behavior and characteristics of an educator. Despite some disagreement, many educational researchers believe that learner assessment provides a legitimate measurement tool with multi criteria to rate excellent educators. The same researchers have also shown that professional ability of faculty members in course delivery, their personality and type of their communications with learners both inside and outside classrooms are of utmost plausible criteria in learner assessments (3-7). In a student-centered academic system and especially in terms of customer approval, student satisfaction is one of major evidence of a successful teaching. If learners accept their teacher professionally and emotionally, then they are ready to hear, understand, communicate with, and especially learn from him/her. We all have heard this Persian old statement: “If an educator teaches with passion and love, then he/ she can make an uninterested learner to take part in classroom even on weekends willingly”. The above statement clearly indicates that from old days, learner’s viewpoint has had a key value in enhancement of educational communication of learners as well as their enthusiasm to learn. Therefore, it seems that in a student-centered educational system, learner assessment make significant contribution to rate educators and allocates their level of excellence. The attitude of students towards teachers is highly important in American and Canadian universities. There are many local and national websites where students can vote for choosing best academic teachers. For example, site www.ratemyprofessors.com works daily to record university students’ assessments for more than 3.1 million educators. In some modern universities, learner assessments weigh up to 30-40% of a comprehensive assessment (360-Degree Assessment) aiming educator excellence (3، 7 (. This means that less weight of learner assessment, more lose of teaching quality - a criterion considered as focal point for annual teaching excellence and educator promotion. In addition, in a 360-Degree Assessment of educators, any decline weight of learner assessment, leads to wider gap between students’ selections and university administrators’ elections. This may consequently distrust students to academic educational evaluation system.

In 1954, the year of the Supreme Court's decision in Brown v. Board of Education of Topeka, Kansas, approximately 82,000 African American teachers were responsible for the education of the nation's two million African American public school students (Hawkins, 1994). A decade later, over 38,000 Black teachers and administrators had lost their positions in 17 southern and border states (Ethridge, 1979; Holmes, 1990). Between 1975 and 1985, the number of Black students majoring in education declined by 66%; and another 21,515 Black teachers lost their jobs between 1984 and 1989 (Smith, 1987). As of 1991, approximately 232,000 African American teachers constituted 8% of the teaching force, while African American students constituted 16.4% of the national K-12 student population (Hawkins, 1994; National Center for Education Statistics, 1991). If current trends continue, projections are that by the year 2000, 35% of all public school students in the United States will be of minority background; however, only 5% of teachers will be members of minority groups (American Association of Colleges for Teacher Education, 1987; Recruiting New Teachers, Inc., 1992) (see Table I).TABLE ITHE LOSS OF AFRICAN AMERICAN TEACHERS FOLLOWING BROWN V. BOARD OF EDUCATION: A SNAPSHOTPre-1954--Approximately 82,000 African American teachers were responsible for the education of 2 million African American children.1954--The Brown v. Board of Education decision was handed down.1954-1965--More than 38,000 African American teachers and administrators in 17 southern and border states lost their jobs.1975-1985--The number of African American students majoring in education declined by 66%.1984-1989--An estimated 37,717 minority candidates and teachers--including 21,515 African Americans--were eliminated as a result of newly installed teacher certification and teacher education program admissions requirements.By 2000--Only 5% of the teaching force will be of minority background, while 35% of the student population will be people of color.Forty years after Brown, most U.S. students go through 12 years of schooling without ever having met a minority teacher, and approximately 70% of all minority students continue to attend predominantly or exclusively minority schools (Hawkins, 1994). Through no fault that can be attributed to the positive aspects of the 1954 decision itself, it is clear that African Americans have failed to get the results they envisioned. This is especially true with regard to the African American teaching force. Concurring with Mercer and Mercer (1986), who claim that [operating] a public school system without Black teachers is [like teaching] White supremacy without saying a word (p. 105), this article argues that the loss of African American teachers in public school settings has had a lasting negative impact on all students, particularly African American students and the communities in which they reside. It further maintains that although the shrinking African American teacher pool has been attributed to several factors, it is partly a fall-out of how Brown was implemented by White American policy makers.THE ALMOST-LOST PROFESSIONThe message transmitted by the Brown decision, and by the desegregation strategies implemented to carry out its mandates, implied that the White education system was intrinsically better than the Black education system. The latter was deemed expendable in the interest of the cause of public school desegregation. White school systems did have better facilities and greater operational resources--the primary areas in which segregated, separate-but-equal school systems were decidedly not equal--however, high-quality facilities do not necessarily translate into a better academic system. The quality of teaching and the degree of concern for students' welfare shown by African American teachers within those facilities are crucial factors that cannot be overlooked. …

Higher education institutions such as universities or institutes that create graduate students with high qualifications must be able to provide the best services to their stakeholders. One kind of higher education service is academic information system services. The service quality level of the academic information system in a university can be decided by measuring the level of users’ perception and the level of users’ expectations that can be fulfilled. As an organization that offers academic information system services, the university must be able to measure the level of academic information system services as an approach to ensure the quality of services. This study aims to determine the level of customer satisfaction index in terms of service of higher education academic information systems using the service quality method. The service quality method is used to identify academic information system services that are analyzed based on the service quality dimensions. The results show that the value of the customer satisfaction index is 77.37% which refers to the satisfied category.

Utilizing digital technology for academic services becomes a crucial matter nowadays to support effective and efficient academic services in university level. This research sheds the lights on the development of digital-based thesis defense academic services to improve service excellence for the students. The participants of this study are first-semester students and lecturers. We conducted the research under the research and development design, ADDIE (Analysis, Design, Development, Implementation, Evaluation), and mixed method that combined quantitative and qualitative methods. Data collecting techniques included interview, observation, documentation, and questionnaire. The qualitative data were analyzed by using Miles and Huberman model, meanwhile quantitative data were analyzed within descriptive approach. The findings showed that the development of the digital-based academic thesis defense service system is effective in improving the quality and speed of services for students, as well as simplifying academic administrative processes. The system uses digital technology to facilitate easy access, online registration, and document submission, thereby enabling students to register from anywhere and anytime. Implementation trials showed significant improvements in participants' understanding and ability to use the system effectively. This system also supports data transparency and accuracy in academic services at higher education. Based on the findings, this system is recommended to be adopted as flagship program in higher education to support the modernization of academic services.

Utilizing digital technology for academic services becomes a crucial matter nowadays to support effective and efficient academic services in university level. This research sheds the lights on the development of digital-based thesis defense academic services to improve service excellence for the students. The participants of this study are first-semester students and lecturers. We conducted the research under the research and development design, ADDIE (Analysis, Design, Development, Implementation, Evaluation), and mixed method that combined quantitative and qualitative methods. Data collecting techniques included interview, observation, documentation, and questionnaire. The qualitative data were analyzed by using Miles and Huberman model, meanwhile quantitative data were analyzed within descriptive approach. The findings showed that the development of the digital-based academic thesis defense service system is effective in improving the quality and speed of services for students, as well as simplifying academic administrative processes. The system uses digital technology to facilitate easy access, online registration, and document submission, thereby enabling students to register from anywhere and anytime. Implementation trials showed significant improvements in participants' understanding and ability to use the system effectively. This system also supports data transparency and accuracy in academic services at higher education. Based on the findings, this system is recommended to be adopted as flagship program in higher education to support the modernization of academic services.

With the global higher education entering the era of “quality is king,” the perception and acquisition of learning experience and the evaluation of learning quality and its effect have attracted more and more attention. However, at present, most of the academic evaluations of university courses are based on final examinations, supplemented by appropriate amount of regular tests, and little attention is paid to the development and quality of students’ learning ability in the learning process, which inevitably causes academic evaluations to be equivalent to assessments and deviates from the original purpose of academic evaluations to promote continuous improvement of teaching and learning quality. On this basis, this study uses the big data analysis method to predict the teaching effect of college students, in order to improve the existing teaching problems, grasp the teaching essence, and construct a relatively perfect curriculum evaluation system combined with the course of “teaching effect guidance + teaching action,” so as to further improve the academic evaluation system and improve the teaching quality. This will provide a reference for further improving the academic evaluation system and improving the teaching quality.