Integration of Digital-Based Student Evaluations of Faculty Members to Support the Internal Quality Assurance System

This study aims to analyze the integration of the results of the digital-based Student Faculty Evaluation (EDOM) in supporting the Internal Quality Assurance System (SPMI) at universities. The study uses a quantitative approach with an evaluative-descriptive research design. Research data were obtained from the results of the digital-based EDOM through the Sevima system during the Odd Semester of the 2025/2026 Academic Year, covering 22 study programs and 15 learning evaluation indicators. Data analysis techniques included descriptive statistics, comparative analysis, gap analysis, and a learning quality analytics dashboard. The results showed that the overall average EDOM score was 3.60, which falls into the “good” category. The highest-scoring indicators were faculty readiness, faculty authority, moral exemplary behavior, and the alignment of exam materials, with an average score of 3.62, while the lowest-scoring indicator was punctuality, with a score of 3.57. The comparative analysis revealed variations in quality achievement across study programs, with the KPII Study Program achieving the highest score of 3.76 and the TIN Study Program achieving the lowest score of 3.24. The results of the gap analysis showed that all indicators remained below the higher education quality standard of 3.75. This study concludes that the digital-based EDOM plays a strategic role in supporting the implementation of PPEPP within the SPMI through continuous quality monitoring, academic quality control, and data-driven decision-making.