The Effectiveness of Learning Institution Management on Students’ Learning Interest and Satisfaction

Abstract

This study aims to analyze the effect of the management effectiveness of a tutoring institution on students’ learning interest and learning satisfaction at Esensi Tutoring Center. The study employed a mixed-methods approach using an explanatory sequential design, which integrates quantitative and qualitative analyses sequentially. The research subjects consisted of 25 respondents, including one tutoring center manager, four tutors, and 20 students. Quantitative data were collected through questionnaires, while qualitative data were obtained through interviews and observations. Quantitative data were analyzed using descriptive statistics and simple linear regression, whereas qualitative data were analyzed through data reduction, data presentation, and conclusion drawing. The results indicate that the management effectiveness of the institution has a positive and significant effect on students’ learning interest, with a correlation coefficient (R) of 0.765 and a coefficient of determination (R²) of 0.586, indicating a contribution of 58.6%. Management effectiveness also has a positive and significant effect on students’ learning satisfaction, with a correlation coefficient (R) of 0.835 and a coefficient of determination (R²) of 0.698, indicating a contribution of 69.8%. The qualitative findings further support these results, demonstrating that systematic instructional planning, effective coordination, engaging teaching methods, responsive services, and a conducive learning environment contribute to enhancing students’ learning interest and learning satisfaction.