Journal of Education and Learning (EduLearn)

Vol. 18, No. 4, November 2024, pp. 1553~1561

ISSN: 2089-9823 DOI: 10.11591/edulearn.v18i4.21653  1553

Customer satisfaction index in Indonesian student micro

credentials program

Lila Bismala1, Gustina Siregar2, Dewi Andriany1, Susi Handayani1, Hafsah3, Lailan Safina Hasibuan4,
Mutia Arda1, Yudha Andriansyah Putra2, Yayuk Hayulina Manurung5
1
Department of Management, Faculty of Economic and Business, Universitas Muhammadiyah Sumatera Utara, Medan, Indonesia
2
Department of Agribusiness, Faculty of Agriculture, Universitas Muhammadiyah Sumatera Utara, Medan, Indonesia
3
Department of Accounting, Faculty of Economic and Business, Universitas Muhammadiyah Sumatera Utara, Medan, Indonesia
4
Department of Economic Development, Faculty of Economic and Business, Universitas Muhammadiyah Sumatera Utara,
Medan, Indonesia
5
Department of English Education, Faculty of Teacher Training and Education, Universitas Muhammadiyah Sumatera Utara,
Medan, Indonesia

Article Info ABSTRACT

Article history: The Indonesian Student Micro-Credentials Program implemented by
Universitas Muhammadiyah Sumatera Utara (UMSU) carries 5 courses, all of
Received Dec 20, 2023 which are carried out online, in a relatively short time within 2 months. The
Revised Feb 18, 2024 learning objectives, which are intended to create practical skills, require
Accepted Mar 7, 2024 students to master the courses they follow, thus causing many problems,
which have an impact on the satisfaction of the participants of this program.
This study aims to measure the customer satisfaction index (CSI) of
Keywords: participants in this program. Of the 514 participants who were used as
respondents, 279 respondents filled out the google formula, and the response
Customer satisfaction index rate was 54%. The results showed that the CSI value of the program was 0.85,
E-learning which means that the participants were very satisfied with the implementation
Micro credential of this program at UMSU. Based on the assessment of it is quality, the
Satisfaction dimension assessment is carried out in order of the highest average value,
Student namely this program (4.48), interaction and flexibility (4.33), managers
(4.24), lecturers (4.23), students (4.20), assessment (4.16), process (4.14),
content design (4.15), partners (4.11), and technology (4.05). Based on the
assessment of the level of importance or expectation of this program, the
dimension assessment is carried out in order of the highest average value,
namely this program (4.47), interaction and flexibility (4.38), managers
(4.23), lecturers (4.22), process (4.17), content design (4.17), students (4.13),
peer (4.13), assessment (4.11) and technology (4.04).
This is an open access article under the CC BY-SA license.

Corresponding Author:
Lila Bismala
Department of Management, Faculty of Economic and Business
Universitas Muhammadiyah Sumatera Utara
Kapten Mukhtar Basri Street, No. 3, Medan, Indonesia
Email: [email protected]

1. INTRODUCTION
The COVID-19 pandemic has caused learning to be held online, to prevent transmission of the virus.
This led to the evolution of distance education. Information and communication technology (ICT) innovations
and advancements have created new learning opportunities in educational settings where good communication
between students and instructors has developed on online platforms, requiring lecturers to act as instructors or
facilitators of knowledge sharing resources to increase student satisfaction [1], [2]. Online learning is not only

Journal homepage: http://edulearn.intelektual.org

1554  ISSN: 2089-9823

based on physical or virtual locations, but lecturers create synchronous or asynchronous instructional modules
to increase learning and engagement, and information is provided online [3]. In asynchronous learning, learning
videos can be used to help the learning process, where the use of videos in electronic learning (e-learning)
affects student satisfaction [4]. This is understandable, considering that by watching the video students can feel
an experience that is close to the actual situation and this is quite helpful in understanding the subject matter.
The use of e-learning is certainly expected to have an impact on student academic achievement,
regardless of the various obstacles faced during its implementation. This has led to the emergence of research on
e-learning and academic success [5], learning outcomes [6], success of online classes [7], as well as e-learning
critical success factors [8]. Weerarathna et al. [5] stated that the e-learning dimensions that influence academic
success consist of system quality, instructor quality, digital readiness, and e-learners attitude. Meanwhile, Eom
and Ashill [6] used e-learning inputs (course design quality, instructor involvement, and student motivation) to
explain their influence on learning outcomes. With qualitative analysis, Muthuprasad et al. [7] shows the
components that support the success of online classes including the nature of the content, infrastructure, instructor
competency, student readiness. Alhabeeb and Rowley [8] stated that e-learning success factors for academics in
sequence: student characteristics, ease of access, teacher characteristics, and support and training; and e-learning
success factors for students in sequence: instructor characteristics, student characteristics, support and training,
and ease of access. The role of input, process and feedback is very important in the success of e-learning and
student achievement.
Since 2020, the government has launched independent learning program, so that students can
experience learning outside of campus, namely studying in the community or on other campuses. One of these
programs is the Indonesian Student Micro-Credential, in which students take 1 course offered by a university
and this course will be converted to the same or cognate courses. UMSU, implemented the Indonesian Student
Micro Credential Program in 2021. In response to industry and/or entrepreneurship's need for knowledge,
skills, and competencies in a variety of scientific fields for idea generation, product or service creation, business
model creation, business management, marketing, sales, investment, and student business development, the
program offers a more dynamic, competitive learning alternative. Learning in micro-credentials occurs in a
short time and a flexible structure, the ease with which students can access digital learning materials such as
digital books, online tutorials, video courses and various learning sites contributes to the global learning
transformation, a fast, adaptive and cost-effective way to update learner skills in desired areas, enabling the
acquisition of advanced knowledge and skills in a flexible learning environment [9]. Courses leading to micro-
credentials vary in terms of design and delivery (e.g. variations in terms of length and level of workload,
difficulty and effort of work, quality of description of learning outcomes and assessment of practice) [10].
Kiiskila et al. [11] emphasize that the interest and importance of digital credentials will increase as learners
receive more digital credentials that allow them to gain a more comprehensive view of their abilities and
evidence of learning. The implementation of ICT-based and applicable micro-credentials shows that the class
is a smart class, where students are the main part of the class, and each student carried out experiments, all act
as participants, and the teacher invited students to interpret simultaneously by demonstrating the material so
that they understand the material through several constructions [12]. Although in a short time, micro credentials
provide enormous benefits for improving student skills.
Indonesian Student Micro-Credential implemented to equip students with practical skills so that
learning is focused on practice. However, the implementation of it, which is carried out online, faces challenges
and obstacles in the process. One of the problems identified, namely the problem of computer facilities owned
by students who are not always able to process quickly, computer specifications that do not support the
application of the course used, lack interaction with colleagues because some students come from different
universities or the same university but class so that they do not know each other so it is quite difficult to interact.
Besides that, as much as 10% of the total students who take part in this program are students outside UMSU,
even students from eastern Indonesia, which of course have differences in dialect and perception. In addition,
the quality of the internet connection is very important, so that they can always follow the e-learning process
on time so they do not miss the explanation of the material. These problems can have an impact on student
dissatisfaction in participating in it.
E-learning is declared successful if it is able to satisfy its users, namely students. Student satisfaction
in attending courses is very important because it can increase their motivation in the learning process. Student
satisfaction with e-learning can be measured from various variables. The determinants of e-learning perceived
satisfaction consist of information quality, system quality [13]–[15], where [14] divides system quality into
educational system quality, technical system quality and support system quality. In [14]–[16] confirm that
instructor quality has an effect on e-learning perceived satisfaction, however Cidral et al. [13] uses the
instructor attitude variable toward e-learning. Tran [16] also found that course design, prompt feedback, and
student expectations were highly correlated with perceived satisfaction. Darawong and Widayati [17]
compared the dimensions of service quality that influence student satisfaction in Thai and Indonesian students,

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J Edu & Learn ISSN: 2089-9823  1555

and found that for Thai students, the strongest dimension of service quality influencing student satisfaction was
reliability, followed by responsiveness and competence and for Indonesian students, samples, the strongest
dimension of service quality affecting student satisfaction is empathy, followed by responsiveness, competence
and reliability. Sumi and Kabir [1] used perceived e-learning service quality, with the dimensions of reliability,
responsiveness, assurance, empathy, website design, and learning content and found its effect on student
satisfaction. Meanwhile, Kornpitack and Sawmong [3] used performance expectancy, learner interaction,
actual use, facilitating conditions as determinants of student satisfaction, and found that performance
expectancy and actual use affect student satisfaction, but learner interaction and facilitating conditions did not.
Ebrahimzadeh et al. [18] measure student satisfaction and the results show that the three variables
perceived quality, organization image and student relationship management can be stated as reliable indicators
of student satisfaction, but the expectation variable cannot predict student satisfaction. On the other hand [19]
who conducted research using the SERVQUAL method in Hungarian higher education, found that the first
component relates to the assurance dimension by emphasizing politeness and partnership, the second and third
components mostly reflect the responsiveness and reliability dimensions of SERVQUAL, while the fourth
component, namely tangibles, reflects the existence of written documents. support and feedback provided by
the supervisor during the semester. Meanwhile, Song [20] mentions that teaching competencies that lecturers
must possess are cognitive characteristics, instructional skills, and affective characteristics, which are related
to ICT. Incorporating ICT elements is very important, because the tendency of the millennial generation is the
largest ICT user, in addition to e-learning requires students to be able to interact and learn through ICT.
Bismala and Manurung [21] measures student satisfaction in participating in e-learning in the
production management course, using the importance performance analysis method, and found that students
wanted more intensive interactions with lecturers and materials that could be more motivating in learning.
More mentioned by Bismala and Manurung [21] that lecturers should play a social role to keep students
motivated and improve their learning. In addition, the quality of the instructor, the timeliness of the instructor's
response, teaching style, and assistance to students through the e-learning system a measures of instructor
quality.
Based on this, it is very important to assess the customer satisfaction index (CSI) in participating in
this program. Customer satisfaction gets very important attention. In the world of education, students are
internal consumers, because students are part of the internal process, feel the service process, and feel
satisfaction from the service. This research is important to do considering that it is a new program and its
implementation using e-learning to acquire practical skills is relatively more difficult. This difficulty is due to
the different quality of the network in different areas, differences in facilities and technology owned by
students, different collaboration and interaction abilities among students.
Based on these problems, this study was conducted to determine and analyze the CSI of students in
online participation in the program at UMSU. This is important to do so that organizers can assess the quality
of implementation and can be the basis for program improvement in the future. In addition, it is very important
to ensure consumer satisfaction (students) in participating in e-learning, because student satisfaction has a
positive effect on individual benefits felt by students, which means that if a student is satisfied with the e-
learning system, it will have positive influence on continuous learning intentions [22].

2. RESEARCH METHOD
This study aims to determine and analyze the CSI of students participating in the Indonesian student
micro-credentials program at UMSU. So far, research on student satisfaction has been carried out by testing
hypotheses about variables that influence student satisfaction in e-learning, using AMOS [1], [16], [23],
LISREL [3], [18], Smart PLS [15], SPSS [5], [24]. [25] used analytic hierarchy process and TOPSIS the
technique for order preference by similarity to ideal solution in their research to find the best alternative as e-
learning critical success factors, while Bismala and Manurung [21] used importance performance analysis to
determine what factors must be improved, maintained, or which are considered excessive and unnecessary in
service quality.
The CSI is generally used to measure customer satisfaction in the service industry, while [26] use it
on Trans Jakarta buses, [27] examined the robust CSI of domestic air travel using the American CSI, but has
not been widely used in measuring student satisfaction in learning, especially with e-learning. CSI can be used
as a method to measure the quality of course implementation, so that organizers can improve course
implementation in the future.
The population in this study was 514 participants, and all of them were used as respondents.
Researchers used the Google formula to collect questionnaire data and distribute it to all participants. The
instruments used include program (5 items), colleagues (4 items), content design (3 items), interaction and
flexibility (5 items), assessment (4 items), students (6 items), technology (3 items), lecturer (11 items), process
(2 items), and manager (5 items). With a total of 48 questions, the researcher used a Likert scale of 5 alternative
Customer satisfaction index in Indonesian student micro credentials program (Lila Bismala)
1556  ISSN: 2089-9823

answers used in the performance appraisal system (with a scale of five which included: very satisfied (5),
satisfied (4), dissatisfied (3), dissatisfied (2), very dissatisfied (1)) and a system for assessing consumer
expectations for e-learning (with a scale of five which includes: very important (5), important (4), less
important (3), not important (2) and very unimportant (1)). In the given dimensions, higher scores correspond
to higher performance and expectations, and lower points to lower performance and expectations. This study
uses quantitative descriptive analysis to measure the CSI, with the following:

∑𝑛
𝑖=1(𝐼𝑖 ∗𝑃𝑖 )
𝐶𝑆𝐼 ∑𝑛
∗ 100%[28]
𝑖=1 𝐼𝑖 ∗𝑅

where 𝐶𝑆𝐼 is the CSI, n is the number of attributes, 𝐼 is the importance score of attribute 𝑖, 𝑃 is the performance
score of attribute 𝑖, and 𝑅 is the range of scale (where the scale is 5). With the interpretation of the customer
satisfaction, index: 0.81-1.00 is very satisfied, 0.66-0.80 is satisfied, 0.51-0.65 is moderately satisfied, 0.35-
0.50 is less satisfied and 0.00-0.34 indicates dissatisfaction.

3. RESULTS AND DISCUSSION

3.1. Results
The study population was 514 participants, and all of them were used as respondents, but as many as
279 respondents filled out the questionnaire, so the response rate was 54%. Respondents who filled out the
questionnaire consisted of 162 women (58%) and 117 men (42%). Respondents who filled out the
questionnaire consisted of participants in the digital marketing course as many as 99 people (35%), the
Autodesk Revit course as many as 64 people (23%), the genetic engineering course in agriculture as many as
35 people (13%), modern accounting appliance (MACAN) By SAP Beone as many as 57 people (20%),
computer numerical control (CNC) with Solidworks 3D CAM and Mach3Mill as many as 24 people (9%). The
results of the performance and interest assessment are presented in Table 1.
Based on the calculation of the level of importance and performance of program implementation, the
CSI values are as follows:

∑𝑛
𝑖=1(𝐼𝑖 ∗𝑃𝑖 ) 857.91
𝐶𝑆𝐼 ∑𝑛
∗ 100% = (202.52∗5) = 85%
𝑖=1 𝐼𝑖 ∗𝑅

a score of 85% or 0.85 indicates that participants are very satisfied with the implementation of the program at
UMSU.

3.2. Discussion
Although the course is only carried out in a relatively short time, namely 2 months, and in a very tight
time, where the course is held 2 times in 1 week. Based on the assessment of the quality of the program, the
dimension assessment is carried out in order of the highest average value, namely the Indonesian Student
Micro-Credentials Program (4.48), interaction and flexibility (4.33), managers (4.24), lecturers (4.23), students
(4.20), assessment (4.16), process (4.14), content design (4.15), colleagues (4.11), and technology (4.05).
Based on the assessment of the level of importance or expectation of program, the assessment of the dimensions
of importance or expectation is carried out in order from the highest average value, namely this program (4.47),
interaction and flexibility (4.38), administrators (4.23), lecturers (4.22), processes (4.17), content design (4.17),
students (4.13), colleagues (4.13), assessment (4.11) and technology (4.04). The overall dimensions of the
quality of the program give satisfaction to the participants. This shows that in general, the micro-credential
program has been running well, providing a significant impact for its participants. It can be concluded that
micro-credentials can be chosen to be one of the short courses that can equip participants with the necessary
skills and competencies. To ensure the success of the program, the program must be well structured, allowing
for interaction and flexibility, the management provides facilities that support the course, the instructor is
willing to invest time and appropriate methods. Lecturers must ensure that students are involved in the learning
process, designing course content that fit to the desired skills and competencies, and the assessments carried
out are able to measure the achievement of skills and competencies. Program implementation must also be
supported by the technology that possessed by students, there are no gaps in technology ownership so that all
participants achieve the desired skills and competencies.
Because the program implementation time is very short and dense, lecturers need to play a social role
to keep students motivated and improve their learning. Meanwhile, the quality of lecturers can be measured
from the timeliness of the response, teaching style, and assistance to students through the e-learning system as
a measure of quality. Lecturers need to provide inspiration for students, so that students are more engaged with

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J Edu & Learn ISSN: 2089-9823  1557

their learning [29]. Lee et al. [30] emphasizes that the higher the instructor’s involvement in the learning
process, the higher the student satisfaction. In addition, instructors’ facilitation is critical, especially timely
responses to questions and timely feedback on assignments, encouraging students to become more engaged in
their courses, and moving them to higher levels of learning [31].

Table 1. Results of calculation of average performance and importance of implementation

Average Average Importance *
Instrument
performance importance Performance
The program helps in improving competence 4.61 4.63 21.34
The program provides an interesting new experience 4.54 4.56 20.70
The independent campus learning program is suitable to answer the needs
4.48 4.41 19.76
of the industrial world
The independent campus learning program is suitable to answer the needs
4.43 4.43 19.62
of the business world
The independent campus learning program is suitable to answer the desire
4.32 4.31 18.62
to study at other campuses
Colleagues assist in the implementation of e-learning 4.23 4.08 17.26
I can discuss with colleagues interactively about the material in e-learning 4.06 4.30 17.46
There is a study group to discuss assignments 3.96 3.90 15.44
Colleagues support each other in the learning process 4.20 4.22 17.72
The material presented in e-learning is easy to understand 3.99 4.04 16.12
The content and appearance of the lecture material motivates to learn 4.18 4.19 17.51
The material delivered is following the lesson plan 4.29 4.28 18.36
In the process of online learning, there is communication with instructor 4.28 4.31 18.45
Interaction with instructors regarding the subject matter (not regarding
4.21 4.28 18.02
network issues or student faults that cause delays)
There is flexibility (time tolerance) given regarding the signal 4.36 4.38 19.10
Flexibility is given if it is related to difficulties in understanding the
4.33 4.38 18.97
material
Lecturers provide interactive explanations if students ask questions 4.47 4.54 20.29
Fair assessment in this program 4.33 4.33 18.75
Students can estimate the value they get based on the work they have done 4.18 4.15 17.35
Open assessment in the program 4.13 4.06 16.77
Assessment can be known after collecting assignments 3.98 3.91 15.56
I can study independently with e-learning in this program 3.90 3.86 15.05
I have high self-motivation even though I study independently, to follow
4.14 4.10 16.97
this program
With e-learning, I can repeat material anywhere and anytime 4.46 4.17 18.60
I can understand the use of e-learning so that it is easier to follow the
4.28 4.26 18.23
program
I can understand the instructions given by the lecturer easily 4.09 4.08 16.69
I have a great interest in increasing competence by participating in it 4.30 4.28 18.40
The existence of a place to live makes it possible to receive signals easily 4.04 4.04 16.32
Have a device to carry out e-learning 4.12 4.10 16.89
Have a device that supports the course learning process in the program 3.99 3.99 15.92
The lecturer gives clear instructions 4.33 4.28 18.53
Lecturers provide feedback related to the material 4.28 4.25 18.19
Lecturer's explanation can be understood by students 4.16 4.16 17.72
Lecturers answer student questions without exception 4.38 4.37 19.14
Lecturers are willing to help students with difficulties in doing assignments 4.28 4.28 18.32
Lecturers teach in a fun way 4.15 4.12 17.10
Lecturers answer student questions without exception 4.14 4.14 17.14
Lecturers are willing to help students with difficulties in doing assignments 4.21 4.21 17.72
Lecturers teach in a fun way 4.25 4.19 17.81
Lecturers teach in an interesting way 4.27 4.18 17.85
Lecturers are willing to answer student questions outside the course hours 4.20 4.19 17.60
Need to study specifically to better understand the course material 4.11 4.19 17.22
Need more study hours to understand the course material 4.16 4.15 17.26
The committee provides accurate information 4.22 4.33 18.27
The committee provides good service 4.23 4.19 17.72
The committee is quick to respond in answering participant problems 4.23 4.29 18.15
The committee is ready at any time to help with participants' difficulties 4.33 4.15 17.97
The committee monitors the learning process 4.19 4.18 17.93
202.52 ∑𝑛𝑖=1(𝐼𝑖 ∗ 𝑃𝑖 ) =857.91

Given that all programs are implemented entirely online, learners must also be “e-ready” so that
strategies can be achieved in a coherent manner tailored to meet their needs. Participants must demonstrate their
ability to interact with technology, be responsive so that learning objectives can be met. E-learning emphasizes
the importance of self-regulated learning, the ability to use internet technology, which leads to engagement

Customer satisfaction index in Indonesian student micro credentials program (Lila Bismala)
1558  ISSN: 2089-9823

between lecturers and students, to achieve learning success. This emphasizes the importance of an education
process that is centered on students, which requires self-regulated learning skill. Kara [32] revealed that digital
literacy, independent learning, and learning motivation have a significant influence on engagement.
The online course program which is carried out in a short and dense time certainly puts considerable
pressure on participants, coupled with assignments that must be completed, so that learning objectives can be
achieved. This requires high motivation from students [33], [34] to complete tasks. Collaboration with colleagues,
of course, is very meaningful in completing tasks. Collaboration can form good teamwork, helping each other in
understanding the problems that must be solved. This is confirmed by the results of the research. Pham et al. [35]
suggest several factors that can help lecturers to find conditions that can increase student involvement in the
e-learning environment, namely psychological motivation, peer collaboration, cognitive problem solving,
interaction with instructors, community support, and learning management. Furthermore Lee et al. [30]
emphasized the role of the instructor in online education and the level of instructor involvement. The program
demands intense interaction between students and lecturers because in e-learning there are often obstacles in terms
of internet connections and facilities owned by students. This is also confirmed by [35] which states that the
quality of e-learning services is shaped by the quality of the e-learning system, e-learning instructors and course
material quality, and the quality of e-learning administration and support services. In addition, overall e-learning
service quality is positively related to e-learning student satisfaction, which in turn positively affects e-learning
student loyalty.
Technology is a component of satisfaction, especially in the implementation of the program that uses
programs that support the achievement of participants' practical competencies. Most important is the use of
ICT, as stated by Batez [36] that there is a correlation between online education satisfaction and ICT skills,
frequency of use of ICT, which indicates that students with higher ICT knowledge are more satisfied with
online education and the more ICT is included, the more satisfied students are. The program, which is
completely online, and uses application programs that support student skills, gives students satisfaction because
by participating in this program, students increase their competence in the use of the programs taught. Post-
pandemic, of course, e-learning will still be considered for continued use, given the flexibility it provides, but
it needs to be supported by the quality of infrastructure and all available resources.
Ensuring the success of e-learning will face challenges, due to various facilities and human resource
constraints. E-learning organizers must ensure that lecturers and students have high motivation to ensure the
success of e-learning. Students must ensure that they have self-regulated learning skills, and are willing to
provide feedback so that all interested parties can maintain the implementation and quality of e-learning. The
success of e-learning is determined by the system and user characteristics, where e-learning users are lecturers
and students. Adopting e-learning will give lecturers the extra role of further motivating and engaging with
their students by providing feedback.

4. CONCLUSION
The Indonesian Student Micro-Credential Program organized by UMSU within 2 months, must
achieve the learning objectives that have been set. Short and dense time and problems that arise related to
online learning provide different levels of satisfaction among students. By measuring the CSI, the manager can
find out how the student satisfaction index is as a consumer. With a CSI value of 0.85, it shows that students
are very satisfied with the program they are participating in. From the perceived quality dimension, the
researcher gave a ranking according to the highest value, namely the program (4.48), interaction and flexibility
(4.33), managers (4.24), lecturers (4.23), students (4.20), assessment (4.16), process (4.14), content design
(4.15), peer (4.11), and technology (4.05). Students view that the achievement of micro credential learning,
namely providing practical skills, has been achieved, with all dimensions that support the implementation.
Micro credentials are a very useful program to acquire skills, with a relatively short time. Micro-
credentials carried out using e-learning must be supported by the students and lecturers involvement,
availability of facilities, content design that is appropriate to learning outcomes. In the future, researchers
suggest that students should include elements of student engagement and self-regulated learning as behavioral
factors for students to support the achievement of values and competencies. This is important, considering that
e-learning causes student engagement to decline and difficulties in self-regulated learning in implementing
e-learning.

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BIOGRAPHIES OF AUTHORS

Lila Bismala is a lecturer and researcher at the Universitas Muhammadiyah

Sumatera Utara (UMSU). She obtained a bachelor of engineering degree from the Indonesian
Islamic University Yogyakarta in 1999, and a master of science degree from Airlangga
University Surabaya in 2002. Her research is in the fields of entrepreneurship, human resource
development and education. Apart from being a lecturer, she serves as the Incubator Manager
at UMSU, and is also active in accompanying students as a companion lecturer for
entrepreneurship and the student creativity program. She can be contacted at email:
[email protected].

Gustina Siregar is a lecturer and researcher at the Universitas Muhammadiyah

Sumatera Utara (UMSU). She obtained a bachelor of agribusiness degree from the Bogor
Agricultural Institute in 1988, and a master of science degree from University of North
Sumatera in 2001. Her research is in the fields of agribusiness, entrepreneurship, and education.
She also serves as the Incubator Assistant Manager at UMSU. She can be contacted at email:
[email protected].

Dewi Andriany is a lecturer and researcher at the Universitas Muhammadiyah

Sumatera Utara (UMSU). She obtained a bachelor of economic degree from the University of
North Sumatera in 1989 and a master of science degree from the University of North Sumatera
in 2000. Her research is in the fields of entrepreneurship, marketing and education. She can be
contacted at email: [email protected].

Susi Handayani is a lecturer and researcher at the Universitas Muhammadiyah

Sumatera Utara (UMSU). She obtained a bachelor of economic degree from the Indonesian
Islamic University Yogyakarta in 1989 and a master of science degree from the Universitas of
Jendral Soedirman in 2000. Her research is in the fields of entrepreneurship, human resource
development and education. She can be contacted at email: [email protected].

Hafsah is a lecturer and researcher at the Universitas Muhammadiyah Sumatera

Utara (UMSU). She obtained a bachelor of economic degree from the Universitas
Muhammadiyah Sumatera Utara in 2003, and a master of science degree from University of
North Sumatera in 2005. Her research is in the fields of accounting and education. She can be
contacted at email: [email protected].

J Edu & Learn, Vol. 18, No. 4, November 2024: 1553-1561

J Edu & Learn ISSN: 2089-9823  1561

Lailan Safina Hasibuan is a lecturer and researcher at the Universitas

Muhammadiyah Sumatera Utara (UMSU). She obtained a bachelor of economic degree from
the University of North Sumatera in 1989 and a master of science degree from the University
of North Sumatera in 1997, and now she is a doctoral student of Universitas Islam Negeri
Sumatera Utara. Her research is in the fields of entrepreneurship, economic development and
education. She can be contacted at email: [email protected].

Mutia Arda is a lecturer and researcher at Universitas Muhammadiyah Sumatera

Utara (UMSU). She obtained a bachelor of economics degree from the Universitas Sumatera
Utara in 2013, and a masters of science degree from the Universitas Sumatera Utara in 2016.
Her research is in the areas of entrepreneurship, human resource development and marketing.
Apart from being a lecturer, she also serves as a Business Incubator Member at UMSU, and is
also active in accompanying students as a companion lecturer in Entrepreneurship and Student
Creativity Programs. She can be contacted via email at [email protected].

Yudha Andriansyah Putra is a lecturer and researcher at Universitas

Muhammadiyah Sumatera Utara (UMSU). He obtained a bachelor of agribusiness degree from
the Universitas Muhammadiyah Sumatera Utara in 2007, and a masters of agriculture degree
from the Universitas Sumatera Utara in 2015. His research regard consumen behaviour, strategy
develpmnent in agribussiness. Apart from being a lecturer, she also serves as a Business
Incubator Member at UMSU, and is also active in accompanying students as a companion
lecturer in Entrepreneurship and Student Creativity Programs. He can be contacted via email at
[email protected].

Yayuk Hayulina Manurung is a lecturer and researcher at the Universitas

Muhammadiyah Sumatera Utara (UMSU). She obtained a bachelor of English education from
University of Muhammadiyah Sumatera Utara in 2003, a master of humaniora from Medan
State University in 2009 and now she is a doctoral student of University of North Sumatra
majoring at linguistics. Her research is in the fields of linguistics, education and
entrepreneurship. She also serves as a staff at the Center for Entrepreneurship, Innovation and
Business Incubator of the UMSU, then she is active as a coordinator for the SEA Teacher Project
or the pre-service student teacher exchange in Southeast Asia of Southeast Asia Ministers of
Education Organization (SEAMEO) and also actively assists as an entrepreneurship companion
lecturer. She can be contacted at email: [email protected]

Customer satisfaction index in Indonesian student micro credentials program (Lila Bismala)