Marketing Islamic Education : Stakeholders Satisfaction and Institutional Selection Behavior

Endah Winarti

doi:10.63922/ijeter.v4i01.6499

Endah Winarti Universitas Islam Internasional Darullughah Wadda’wah, Pasuruan, Indonesia

DOI: https://doi.org/10.63922/ijeter.v4i01.6499

Keywords: marketing of Islamic education; stakeholder satisfaction; institution selection behavior; service quality; scoping review

Abstract

The marketing of Islamic education is becoming increasingly urgent to study as the scale of Islamic education provision in Indonesia expands and competition between institutions for public trust intensifies. However, studies on stakeholder satisfaction and the behavior of selecting Islamic Educational Institutions (IEI) tend to be separate, not yet integrated into a comprehensive service marketing framework. This article aims to examine the position of Islamic Educational Institutions (IEI) as service organizations, the mechanisms that shape stakeholder satisfaction with these services, and their implications for institution selection behavior. This study uses a scoping review approach with a review process following the SALSA framework. The search is not limited to journal articles alone, but also includes reference textbooks in the field of educational service marketing management using keywords related to satisfaction, service quality, and the selection of Islamic educational services. Then, it is filtered based on inclusion-exclusion criteria and synthesized thematically. The results of the study indicate that Islamic Educational Institutions (IEI) are service organizations with dual outputs: academic and spiritual, which require quality management based on Islamic values, in addition to functional service dimensions. Stakeholder satisfaction is formed from the alignment between religious and academic expectations and perceived service experiences, and has been shown to correlate with loyalty and willingness to recommend the institution. This satisfaction in turn becomes the main predictor of Islamic educational institution selection behavior, both at the initial registration stage and during the continuation of studies.

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