The purpose of this paper is to identify the dimensions of service quality in the context of Islamic higher education (IHE); explain the determinant dimensions of overall perceived service quality (PSQ) according to students; and explains the difference in the level of quality felt by students in each dimension based on gender, year of study and level of education of students in Indonesia.,A survey method from 384 questionnaires collected from students in four major cities in Indonesia; 378 questionnaires were declared valid for explanatory analysis using SEM-PLS and t-test.,The new model called Islamic Higher Education Service Quality (i-HESQUAL) with seven dimensions of quality that are considered important by students i.e. teaching capability and competence of academic staff (TCC), reliability of service (ROS), reputation of university (REP), responsiveness of employees (RES), empathy of employees (EMP), internalization of Islamic values (IIV) and library service support (LSS). The dimensions that influence the overall PSQ are the IIV and LSS. In addition, students based on the year of study have differences in assessing the dimensions of quality, namely the dimensions of TCC, ROS, IIV, LSS, while the level of education also has differences, especially on the dimensions of ROS, REP and LSS.,This research was only carried out at four public Islamic universities, for that there is a need for further research in the form of longitudinal studies with different geographical samples e.g. in the perspective of private universities to generalize research results.,The i-HESQUAL dimensions can be used by IHE managers to measure their performance according to students' perspectives. The two dimensions that determine the overall PSQ should be IHE's strategic advantages and the dimensions that do not affect the overall PSQ are feedback to identify weaknesses.,These findings contribute to PSQ research in the context of IHE, which operates on the values and culture that surrounds it (Islamic culture), while most of the previous research was conducted in the context of developed countries with a secular education system.

中文翻译：

---

印度尼西亚伊斯兰高等教育背景下的感知服务质量

本文的目的是确定伊斯兰高等教育（IHE）背景下服务质量的维度；根据学生解释总体感知服务质量（PSQ）的决定因素维度；并从印度尼西亚的四个主要城市的学生收集的384份问卷中，采用调查方法，根据性别，学习年份和印度尼西亚学生的受教育程度来说明每个维度上学生在质量上的感受差异。宣布378份问卷有效，可使用SEM-PLS和t检验进行解释性分析。新模型称为“伊斯兰高等教育服务质量”（i-HESQUAL），具有七个被学生认为重要的质量维度，即教学能力和学术能力人员（TCC），服务可靠性（ROS），大学声誉（REP），员工的响应能力（RES），员工的同情心（EMP），伊斯兰价值观的内部化（IIV）和图书馆服务支持（LSS）。影响整体PSQ的维度为IIV和LSS。此外，以学习年份为基础的学生在评估质量方面有差异，即TCC，ROS，IIV，LSS方面，而教育水平也有差异，尤其是在ROS，REP和LSS方面。，这项研究仅在四所伊斯兰公立大学进行，因为有必要以不同地理样本的纵向研究形式进行进一步研究，例如从私立大学的角度对研究结果进行归纳。，i-HESQUAL IHE管理人员可以使用维度来根据学生的观点衡量他们的表现。