164 

 

IMPROVING THE SERVICES QUALITY OF EDUCATIONAL STAFF BASED ON 

SATISFACTION AND LOYALTY ANALYSIS OF NURSING STUDENTS 

Fresty Africia*, Stefanus Supriyanto**, Tiyas Kusumaningrum*
 

*
 
Faculty of Nursing Universitas Airlangga, Kampus C Mulyorejo Surabaya, 60115 

 ** Faculty of Public Health Universitas Airlangga, Kampus C Mulyorejo Surabaya, 60115 

Email: tiyas-k@fkp.unair.ac.id 
 

ABSTRACT 

Introduction: Educational staff services play a role in determining the quality of education. Service quality is able to 

provide satisfaction for students. Students who were satisfied with the perceived quality will develop student loyalty to the 
institution. The purpose of this study was to assess the effect of educational staff service quality with the satisfaction and 

loyalty of nursing students so that the educational institutions as service providers are able to provide the best service and 

survive in the midst of competition. Method: The study was an explanative survey with a cross-sectional design. Data 

collection was conducted using both quantitative (questionnaires) and qualitative (Focus Group discussion/FGD) methods. 
This study used proportional random sampling, with 110 students as samples. The variables in this research were customer 

expectations, perceived quality, student satisfaction and loyalty. The data was collected by a questionnaire and analyzed by 

linear regression, while FGD was conducted in two different groups (students and staff’s managers). Result: The result of 

the study explains the influence of student expectations on the perceived quality of the educational staff with a p-value = 
0,002. There was no influence of student expectation on student satisfaction with a p-value = 0,156. The influence of the 

perceived quality of the educational staff towards student satisfaction had a p-value = 0,000. The influence of student 

satisfaction on student loyalty had a p-value = 0,000. Conclusion: The fulfilment of student expectations will have a positive 

impact on perceived quality. Furthermore, the positively perceived quality will create student satisfaction and student loyalty 
towards the educational institutions. For further research, it is suggested to examine the effect of satisfaction on student 

complaints. 

Keywords: customer expectation; educational staff; loyalty; perceived quality; satisfaction 

 

INTRODUCTION 

Education is a conscious and well-

planned effort to create an atmosphere of 

learning in the learning process so that learners 

can actively develop their self-potential to 

have spiritual strength, self-control, 

personality, intelligence, a noble character, 

and the necessary skills that they, society, the 

nation and the state needs (RI, 2012). 

Educators and education staff are two 

professions that are closely related to the 

world of education, although the scope of the 

two is different. Educators and education staff 

have roles and positions that are equally 

important in the context of education 

(learning). This is in accordance with Law 

no.20, Article 40, Paragraph (2) 2003 where 

educators and education staff are obliged to 

create a meaningful, fun, creative, dynamic 

and dialogical education atmosphere and have 

a professional commitment to improving the 

quality of education. Academic institutions are 

always expected to improve the academic 

services offered so as to improve the student’s 

performance (Goga, Kuyoro and Goga, 2015). 

Educational institutions need to implement 

appropriate management so that the 

educational environment can be modified as 

needed (Khachian et al., 2013). The 

globalization era is a challenge for universities 

preparing their graduates to be able to compete 

in the struggles of the job market and to 

produce innovative and creative graduates 

(Prasetyaningrum, 2009). Under these 

conditions, educational institutions are finding 

it necessary to recognize and meet the needs of 

consumers in providing quality services 

(Muzakiyah, Syukri and Setyaningsih, 2011). 

Data from the quality assurance team 

at STIKes Ganesha Husada Kediri in 2016, in 

their assessment on their educators (lecturers), 

showed that 26% were in a very good category 

and 74% were in a good category. The 

assessment of the educational staff had never 

been done before. The results of the initial 

survey using questionnaires on October 17, 

2016, showed that 4 out of 10 nursing students 

felt that the service personnel at STIKes 

Ganesha Husada Kediri are below their 

expectations. Students, as the most important 

element in educational institutions, need to be 

heard regarding whether the service that has 

been given is below their expectations or not. 

Customer satisfaction is expected to affect 

loyalty (Rinala, Yudana and Natajaya, 2013). 

Data from the new admissions team at STIKes 

Ganesha Husada Kediri in 2016 showed that 

the number of registered students had 



Improving the Services Quality of Educational Staff Based on ... (Tiyas Kusumaningrum, et.al.) 

165 

 

decreased by 14% from 175 to 151 students. 

According to Tjiptono (2003), the 

creation of consumer satisfaction can provide 

several benefits such as a harmonious 

relationship between service owners and 

consumers, providing a good basis for re-

purchase and the creation of consumer loyalty, 

and forming a recommendation from word of 

mouth services. If there is dissatisfaction from 

the concerned student, it can have a bad 

impact in the form of demands or complaints, 

even lawsuits and spreading it in mass media. 

If this happens, it is very harmful to the 

reputation of the concerned college (Suardana, 

I., 2007). The competitive situation between 

universities’ demands requires the institutions 

to pay attention to the quality in order to be 

able to excel in the competition (Ayu, Srinadi 

and Eka, 2008). Universities should take 

anticipatory steps to face the competition and 

to be responsible for exploring and improving 

all aspects of the owned services (Ayu, Srinadi 

and Eka, 2008). 

Quality services can be identified 

through customer satisfaction, especially from 

the students (Ayu, Srinadi and Eka, 2008). 

Tjiptono (2011) mentioned that quality has a 

close relationship with the satisfaction of the 

customer. Quality provides a boost to the 

consumers to forge strong bonds with the 

service owners. In the long term, such ties 

allow the service owners to understand the 

expectations of consumers and their needs 

(Tjiptono, 2011). Institutions should be able to 

improve student satisfaction by improving the 

quality of the services offered, making the 

good quality services better and improving the 

weaker ones. The priority is considered to be 

student satisfaction in order to achieve student 

loyalty. This study has examined customer 

expectations (student), perceived quality of the 

supporting educational staff, student 

satisfaction, and student loyalty. The aim of 

this study was to assess the effect of 

educational staff service quality on the 

satisfaction and loyalty of the nursing students. 

MATERIALS AND METHODS 

The research method used was an 

explanative survey with a cross-sectional 

approach. The study was conducted at STIKes 

Ganesha Husada Kediri on 13
th

 to the 31
st
 

March 2017. The research population was all 

of the nursing students at STIKes Ganesha 

Husada Kediri, which was many as 151 

students. The sampling technique used in this 

study was proportional random sampling, with 

a sample size of 110 students based on sample 

size formula. The data was collected by using 

a questionnaire. The Questionnaire had been 

tested for validity and reliability with the 

Pearson and Cronbach Alpha tests. The 

collected data were analysed by using linear 

regression. The research variables include 

customer expectations (student) and perceived 

quality, student satisfaction, and student 

loyalty. A focus group discussion (FGD) was 

conducted after the quantitative data collection 

was completed in two different groups; the 

students and the student’s services manager. 

The implementation of FGD for students was 

on a different schedule than that of the 

managers. This study passed the ethical test 

conducted on March 8
th

, 2017 at the Faculty of 

Nursing Universitas Airlangga Surabaya with 

No 355-KEPK. 

RESULTS 

This section will present the results of 

the study based on student expectations, 

perceived service, satisfaction and the loyalty 

of the students along with the influence of the 

variables. The total respondents were 110 

students with the majority being female (67%). 

From this number, the majority said that they 

were between their second and fifth year of 

being students. From Table 1, it can be 

explained that the customer expectation 

variable fulfilled as many as 55.5% of the 

respondents. The perceived quality variable on 

technical quality, functional quality, and 

amenity was also quite good, with 50.9%, 

51.8%, and 51.8% respectively. 

Student satisfaction with the services 

provided by the majority in the category of 

quite satisfied was mentioned by 52.7% of the 

students. The loyalty variable shows that the 

majority of students (94.5%) are willing to 

recommend the school to the community and 

expect the continuity of relationship by 64.5%. 

The students who proud getting a degree in 

nursing school were 66.4%. 

Table 2 indicated that as many as 36 

students thought their fulfilment and the value 

of the services as being good, and as many as 

20 students felt unfulfilled and thought that the 

valued services are felt fair enough. As many 

as 25 students thought that the assessment 



Jurnal Ners Vol. 12 No. 2 Oktober 2017: 164-170 

166 

 

service was felt fair enough, and as many as 

29 of the students thought that their 

expectations were unfulfilled and judged the 

perceived service to be fair enough. 

Table 3 is the result of the tabulation 

that indicates that as many as 48 students 

perceive the service as being good and feeling 

satisfied, as many as four students perceive the 

service being quite satisfied and as many as 50 

students who assessed the service felt 

sufficiently satisfied with the service. 

Table 4 presents the influence of the 

research variables. There was a significant 

correlation between customer expectation and 

perceived quality. Customer expectation has 

no direct correlation with student satisfaction, 

but instead through the variable between the 

perceived qualities. Perceived quality has a 

very strong correlation (β: 0,910) and is 

positive towards student satisfaction. Student 

satisfaction has a strong enough correlation (β; 

0,456) to student loyalty. Fulfilling customer 

expectations will, therefore, enhance perceived 

quality, which will have an impact on 

increasing student satisfaction and increasing 

student loyalty to the institution. 

DISCUSSION 

The Correlation of customer expectation to 

perceived quality of student 

The direct correlation of customer 

expectation towards the perceived quality by 

way of the linear regression test indicates if 

there was an increase in student expectations, 

there would be a requirement for improvement 

of the perceived quality of the service based 

on the student’s perception. This was in 

accordance with the concept of the American 

Customer Satisfaction Index which states that 

there is a significant correlation between 

student expectation’s on the perceived quality 

service (Fornell et al., 1996). 

The expectation of the customer is the 

consumer's belief that a product has certain 

desired attributes and it is the prediction of the 

consumer towards the possible attributes or 

performance of a given product (Tanuwijaya, 

2012). Woodruff, R.B. & Gardial (2002) used 

the term "Comparison Standard" against the 

customer's expectation; they compared 

between the service product used with the 

standard that must be received. 

Perceived quality is an important 

element for consumer decision-making, and as 

a consequence, consumers will compare the 

quality according to the owned category of the 

product compared to the price paid (Yee, C.J. 

& San, 2011). The quality of educational staff 

services is assessed based on the quality 

distribution of the services. According to 

Donabedian A., 1980 in (Supriyanto, 2010), 

there are 3 categories that are technical 

quality, functional quality, and amenity. 

Technical quality in this study assessed the 

duties and functions of each educational staff 

based on Ganesha Husada Kediri Foundation 

Decree No.01/YGH-K/XII/2013. Functional 

Quality assessed the reliability, assurance, 

tangible, empathy and responsiveness of the 

educational staff. Amenity is based on the 

comfort and convenience in relation to the 

received service. 

A well-fulfilled expectation will 

encourage an assessment of the service, and 

judgment as well. From Table 2, we saw that 

most of the students' expectations were 

fulfilled and that they gave positive feedback 

of the perceived service. However, there was 

an unfulfilled expectation that needs to be 

analysed by the academic manager such as the 

slow distribution of certificates by the 

academic administrative staff. FGD revealed 

that the slow certificate distribution was 

happening because the Hospital does not 

immediately send a certificate of practice to 

the associated institution. 

The existence of the correlation of 

expectations on perceived quality is supported 

by a statement from Fornell et al., (1996) 

which stated that customer expectation is a 

forecast of the company's ability to provide 

good quality in the future and positively 

relates to perceived quality. Kunanusorn 

(2014) also supported the findings by stating 

that the quality of service is centred on the 

efforts to meet the needs, desires, and accuracy 

of delivery to balance with the customer 

expectations. Trimurthy (2008) stated that 

quality is a fundamental decision-making 

factor determined by the consumers based on 

the consumer's actual experience of a product 

or service based on its measurement results, 

expectations, the promised services, awareness 

and objectivity. 



Improving the Services Quality of Educational Staff Based on ... (Tiyas Kusumaningrum, et.al.) 

167 

 

The correlation of customer expectation to 

nursing student satisfaction  

This study shows no direct correlation 

between customer expectations and student 

satisfaction. Tse and Wilton (1988) in Tjiptono 

(2008) stated that customer satisfaction is 

directly proportional to customer loyalty, 

where customer satisfaction is determined by 

two main things: expectations and perceived 

performance. If the perceived performance 

exceeds expectations, then the customer will 

be satisfied. Otherwise, the customer will not 

be satisfied. Oliver (2013) agreed with the 

concept of Tse and Wilton by stating that the 

process of satisfaction begins after the 

consumer has obtained a standard of 

expectation or an example of the product or 

service performance. 

Woodruff, R.B. & Gardial (2002) 

stated that satisfaction is a gap between 

customer expectations and expected quality 

standards, where satisfaction can be felt 

positively or negatively based on the 

impression experienced by the customers. This 

condition occurs as a result of the interaction 

between service providers and customers. 

Table 1. Research variables (n = 110) 

No Variables 
Fulfilled Unfulfilled Total 

n % n % n % 

1. Customer Expectation 61 55.5 49 45.5 110 100% 

2. Perceived Quality 
Good Enough Total 

n % n % n % 

 a. Technical Quality 56 50.9 54 49.1 110 100% 

 b. Functional Quality 57 51.8 53 48.2 110 100% 

 c. Amenity 57 51.8 53 48.2 110 100% 

3. Student Satisfaction 52 47.3 58 52.7 110 100% 

4. Student Loyalty 
Loyal Disloyal Total 

n % n % n % 

 a. Advocate/Recommendation 106 94.5 6 5.5 110 100% 

 b. Continuity of relationship 71 64.5 39 35.5 110 100% 

 c. Proud 73 66.4 37 34.6 110 100% 

 
Table 2.  Cross-tabulation result of Customer Expectation, Perceived Quality, and Student 

Satisfaction 

Customer 

Expectation 

Perceived Quality 
Total 

Student Satisfaction 
Total 

Good Enough Good Enough 

Fulfilled  36 25 61 32 29 52 

Unfulfilled 20 29 49 20 29 58 

Total 56 54 110 71 39 110 

 
Table 3.  Cross-tabulation result of Perceived Quality, Student Satisfaction, and Student Loyalty 

Student 

Satisfaction 

Perceived Quality 
Total 

Student Loyalty 
Total 

Good Enough Loyal Disloyal 

Good 48 8 56 44 8 52 

Enough 4 50 58 27 31 58 

Total 52 58 110 71 39 110 

 
Table 4 Statistic test of correlations of Customer Expectation, Perceived Quality, Student’s 

Satisfaction and Student’s Loyalty at STIKes Ganesha Husada Kediri 

Variables p-value β 

Customer Expectation Perceived Quality 0,002 0,290 

Customer Expectation Student’s Satisfaction 0,156 -0,065 

Perceived Quality Student’s Satisfaction 0,000 0,910 

Student’s Satisfaction Student’s Loyalty 0,000 0,456 



Jurnal Ners Vol. 12 No. 2 Oktober 2017: 164-170 

168 

 

Kotler (2007) stated that satisfaction is the 

level of one's satisfaction after comparing the 

perceived results with their expectations. 

Conversely, if the student’s expectations are 

not fulfilled, then the level of student 

satisfaction with the institution will also 

decrease. 

The results of this study are consistent 

with the previous research conducted at 

several universities in Tehran showing that 

student expectations do not have a significant 

effect on student satisfaction and the values 

that the students understand. The quality of 

service has a direct and meaningful effect on 

student satisfaction (Kheiry, 2012). 

The correlation of the expected quality 

of the students does not directly affect the 

satisfaction but instead works through the 

intermediate variable, which is the students' 

perceived judgment on the educational 

personnel services. Some of the literature does 

mention that customer's satisfaction or that of 

the patient is determined by the accepted 

quality examiner (Strasse and Davis, 1991). 

The correlation of perceived quality to 

nursing student satisfaction  

 The correlation of perceived quality to 

student satisfaction within the linear regression 

test was indicated by an increase in the 

perceived quality of the students. There will, 

therefore, be an increase in student satisfaction 

at STIKes Ganesha Husada Kediri. This is in 

accordance with the concept of ACSI 

(American Customer Satisfaction Index) 

Fornel which states that there is a significant 

correlation between perceived quality towards 

overall customer satisfaction (Fornell et al., 

1996). 

 According to the results of a research 

study on students in Singapore, it showed that 

service quality judged from the perspective of 

functional and technical quality has a positive 

influence on the satisfaction that impacts on 

WOM (Word of Mouth) positively (Teo and 

Soutar, 2012). Kheiry (2012) stated that the 

quality of the service perceived by students 

has a direct effect on student satisfaction and 

value. 

 According to Durianto (2004) on 

Suprapti (2010), perceived quality is a 

consumer perception of the overall quality and 

superiority of a product or service similar to its 

intended purpose. Positive perceived quality 

will drive the consumer’s decision to purchase 

and create loyalty towards the product. 

Furthermore, considering that consumer 

perception can be forecasted, if the perceived 

quality is negative then the product will not be 

liked and will not last long in the market. 

Conversely, if the consumer’s perceived 

quality is positive then the product will be 

liked, and so the consumer will make the 

decision to buy the product. 

The correlation of student satisfaction to 

the loyalty of nursing student  

 The correlation of student satisfaction 

to student loyalty showed that when student 

satisfaction is increased, it will be followed by 

student loyalty at STIKes Ganesha Husada 

Kediri. This is in accordance with the concept 

of ACSI (American Customer Satisfaction 

Index) which states that there is significant 

influence between customer satisfaction and 

customer loyalty (Fornell et al., 1996). 

 The ultimate goal of a company that 

pursues consumer loyalty is the achievement 

of increased usage, the interest in repurchasing 

the same item, continuing or always using the 

same service product and choosing the brand 

of the service product in the future (Kotler and 

Keller, 2007). Consumer loyalty is a 

manifestation and continuation of consumer 

satisfaction (Rahadian, 2006). 

Satisfied students will be loyal to the 

institution. This is in accordance with Table 4 

where most students are satisfied and have 

good loyalty towards the institution. Helgesen 

& Nesset (2007) stated that student 

satisfaction has the strongest correlation 

compared to other factors towards student 

loyalty and that the effect is three times greater 

than the image and brand image of the college 

towards student loyalty. 

 Satisfied and loyal customers are the 

chance to gain new opportunities. Maintaining 

existing customers will generally be more 

profitable than turnover. as the cost to attract 

new customers can be five times the cost of 

maintaining an existing customer (Kotler and 

Keller, 2007). Thus, keeping the existing 

customers is the same as maintaining the 

survival of the company. In terms of 

education, to maintain the loyalty of 

community in the nursing college is similar 

with maintaining the continuity of the nursing 

education process helps to improve the quality 

of nursing services to the community. 

 



Improving the Services Quality of Educational Staff Based on ... (Tiyas Kusumaningrum, et.al.) 

169 

 

CONCLUSIONS 

The quality expectation and 

assessment of the educational staff is still quite 

good, as well as student satisfaction and 

loyalty. There is a positive correlation between 

customer expectation and perceived quality. 

However, customer expectation has no direct 

effect on student satisfaction but instead works 

through the perceived quality intermediary 

variable. This means that when assessing 

student satisfaction, one should simply use the 

assessment variable. The student's satisfaction 

has a very strong and positive impact on the 

student’s loyalty. The higher the fulfilment of 

the customer’s expectations, the perceived 

quality will result in a better judgment, and 

student satisfaction will increase, and 

ultimately affect the high loyalty of the 

students towards the institution. 

Educational institutions must 

continuously improve the quality of their 

services to students as a whole in terms of the 

educational staff, educators (lecturers), and 

infrastructure facilities. Further research is 

expected to examine the influence of student 

satisfaction with student complaints. 

REFERENCES 

Ayu, I. G., Srinadi, M. and Eka, P. (2008) 

‘Faktor-Faktor Penentu Kepuasan 

Mahasiswa Terhadap Pelayanan 

Fakultas Sebagai Lembaga 

Pendidikan’, Cakrawala Pendidikan, 

XXVII(3), pp. 217–231. 

Fornell, C. et al. (1996) ‘The American 

Customer Satisfaction Index: Nature, 

Purpose, and Findings’, Journal of 

Marketing, 60(4), pp. 7–18. 

Goga, M., Kuyoro, S. and Goga, N. (2015) ‘A 

Recommender for Improving the 

Student Academic Performance’, 

Procedia - Social and Behavioral 

Sciences. Elsevier, 180, pp. 1481–

1488. doi: 

10.1016/J.SBSPRO.2015.02.296. 

Helgesen, Ø. and Nesset, E. (2007) ‘What 

Accounts for Students’ Loyalty? Some 

Field Study Evidence’, International 

Journal of Educational Management, 

21(2), pp. 126–143. doi: 

10.1108/09513540710729926. 

Khachian, A. et al. (2013) ‘The Role of the 

Organizational Internal Environment 

in the Establishment of Change 

Management in Nursing and 

Midwifery schools’, in Procedia - 

Social and Behavioral Sciences. 

Elsevier, pp. 308–316. doi: 

10.1016/J.SBSPRO.2013.09.195. 

Kheiry, B. (2012) ‘University Intellectual 

Image Impact on Satisfaction and 

Loyalty of Students (Tehran Selected 

Universities)’, African Journal of 

Business Management, 6(37), pp. 

10205–10211. doi: 

10.5897/AJBM11.434.  

Kotler, P. and Keller, K. L. (2007) Marketing 

Management. New Jersey: Pearson 

Education Inc. 

Kunanusorn, A. and D. P. (2014) ‘The 

Mediating Effect of Job Satisfaction 

on Student Loyalty to Higher 

Institution’, European Scientific 

Journal, 1(October), pp. 449–464. 

Muzakiyah, Syukri, S. H. A. and Setyaningsih, 

I. (2011) ‘Analisis Kualitas Pelayanan 

Pada Bagian Tata Usaha Berdasarkan 

Tingkat Kepuasan Mahasiswa’, Ilmiah 

Teknik Industri, 10(2), pp. 95–100. 

Oliver, R. L. (2013) ‘Whence Consumer 

Loyalty ?’, Journal of Marketing, 

63(1999), pp. 33–44. 

Prasetyaningrum, I. D. (2009) Analisis 

Pengaruh Pembelajaran dan Kualitas 

Pelayanan terhadap Kepuasan 

Mahasiswa dan Loyalitas Mahasiswa 

(Studi Kasus pada Undaris Ungaran), 

Tesis. Universitas Diponegoro 

Semarang. 

Rahadian, S. S. (2006) Analisis Pengaruh 

Loyalitas Pelanggan dan Perilaku 

Mencari Variasi Terhadap 

Perpindahan Merek. Universitas 

Diponegoro Semarang. 

RI (2012) Undang-Undang Republik 

Indonesia Nomor 12 Tahun 2012 

tentang Pendidikan Tinggi. 

Rinala, I. N., Yudana, I. M. and Natajaya, I. N. 

(2013) ‘Pengaruh Kualitas Pelayanan 

Akademik Terhadap Kepuasan dan 

Loyalitas Mahasiswa Pada Sekolah 

Tinggi Pariwisata Nusa Dua Bali’, e-

Journal Pascasarjana Universitas 

Pendidikan Ganesha, 4. 

Strasse, S. and Davis, R. (1991) Measuring 

Patient Satisfaction For Improved 

Patient Service (Management Series). 

Michigan: American College of 

Healthcare Executives. 



Jurnal Ners Vol. 12 No. 2 Oktober 2017: 164-170 

170 

 

Suardana, I., M. (2007) ‘Analisis Kepuasan 

Mahasiswa Terhadap Pelayanan Jasa 

Pendidikan Sekolah Tinggi Ilmu 

Ekonomi’, Jurnal Valid, 4(1). 

Suprapti (2010) Analisis Pengaruh Brand 

Awareness, Perceived Value, 

Organizational Association an 

Perceived Quality terhadap Keputusan 

Pembelian Konsumen. Universitas 

Diponegoro Semarang. 

Supriyanto, S. (2010) Manajemen Mutu 

Pelayanan Kesehatan. Surabaya: 

Health Advocacy Yayasan 

Pemberdayaan Kesehatan Masyarakat. 

Tanuwijaya, A. (2012) ‘Pengaruh Customer 

Perceived Value terhadap Customer 

Loyalty melalui Customer Satisfaction 

pada Secong Royal Plaza Surabaya’, 

Jurnal Universitas Katolik Surabaya, 

1(2), pp. 1–6. 

Teo, R. and Soutar, G. N. (2012) ‘Word of 

Mouth Antecedents in an Educational 

Context: a Singaporean Study’, 

International Journal of Educational 

Management, 26(7), pp. 678–695. doi: 

10.1108/09513541211263746. 

Tjiptono, F. (2003) Total Quality 

Management. Yogyakarta: Andi 

Offset. 

Tjiptono, F. (2008) Strategi Pemasaran. 

Yogyakarta: Andi Offset. 

Tjiptono, F. (2011) Service, Quality 

Satisfaction. Yogyakarta: Andi Offset. 

Trimurthy, I. G. A. (2008) Analisa Hubungan 

Persepsi Pasien tentang Mutu 

Pelayanan dengan Minat 

Pemanfaatan Ulang Palayanan Rawat 

Jalan di Puskesmas Pandanaran Kota 

Semarang. Universitas Diponegoro 

Semarang. 

Woodruff, R. and Gardial, S. (2002) 

‘Exploring the Phenomenon of 

Customers’ Desire Value Change in a 

Business to Business Context’, 

Journal of Marketing, 66(4), pp. 102–

117. 

Yee, C.J. & San, N. C. (2011) ‘Consumers 

Perceived Quality, Perceive Value, 

and Perceived Risk Towards Purchase 

Decision on Automobile’, American 

Journal of Economics and Business 

Administration, 3(1), pp. 47–57.