i

SUMMARY

SIX SIGMA ANALYSIS FOR IMPROVEMENT INSTUDENT ACADEMIC SERVICES PERFORMANCE

SMK 2 IN YOGYAKARTA

Submitted by:

JokoPrasetiyo

11/327329/PEK/16768

MASTER OF MANAGEMENT PROGRAMFACULTY OF ECONOMICS AND BUSINESS

UNIVERSITAS GADJAH MADA 2013

ii

SUMMARY

SIX SIGMA ANALYSIS FOR IMPROVEMENT INSTUDENT ACADEMIC SERVICES PERFORMANCE

SMK 2 IN YOGYAKARTA

Submitted by:

JokoPrasetiyo

11/327329/PEK/16768

Approved by:

Supervisor

Wakhid Slamet Ciptono, MBA., MPM., Ph.D

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TABLE OF CONTENTS

TITLE PAGE .................................................................................................................... iAPPROVAL PAGE ..........................................................................................................iiTABLE OF CONTENTS.................................................................................................iiiABSTRACT .................................................................................................................. iv1. Introduction................................................................................................................... 12. Literature Review........................................................................................................ 23. Research Methods........................................................................................................ 54. Results and Discussion................................................................................................ 64.1 Research Findings...................................................................................................... 64.2 Discussion.................................................................................................................. 75. Conclusions and Recommendations.......................................................................... 10References...................................................................................................................... 11

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ABSTRACT

The purpose of this study is to measure students' academic service performance value in SMK Negeri 2 Yogyakarta service performance using instruments (servperf), and analyzed using six sigma to improve the academic performance of services.

This research is a descriptive study, this study population is 2,300 students of SMK Negeri 2 Yogyakarta school year 2012/2013, whereas samples taken was 350 students. Quantitative data were obtained using instruments servperf given to 350 students with proporsionate stratified random sampling technique. The qualitative data obtained through interviews with teachers and administrators respondents SMK Negeri 2 Yogyakarta.

Results of this study indicate that students' level of satisfaction on the performance of academic services at servperf measurements are: 3.72 tangible dimension, reliability dimension 3.59, 3.53 dimensions of responsiveness, assurance dimension of 3.69, 3.38 empathy dimension. Average rating is 3.58, meaning that the overall academic performance of services in SMK Negeri 2 Yogyakarta at 71.64% and still provide opportunities for the emergence of dissatisfaction on the performance of such services students at 28.36%. The calculation in the phase measure shows that the average performance of the service is at the level of 2.07 sigma, and DPMO value of 284 339. By these sigma level, the average performance achieved academic services SMK Negeri 2 Yogyakarta entered the unfavorable category, because in six sigma companies or organizations that are at 2.07 sigma level is still not showing the maximum service performance. According to the terminology of six sigma, companies or organizations that have a sigma level of 2.07 is classified as a company or organization that is not competitive (Gaspersz, 2002).

Measurement results on measure phase, shows that the dimensions that have the smallest sigma level is the dimension of empathy (1.95 sigma) and responsiveness (2.04 sigma). From interviews with teachers and the management of SMK Negeri 2 Yogyakarta then analyzed with the fishbone diagram, so we found the root cause of the problem and proposed solutions to improve the academic performance of services in terms of: (1) manpower (human resources), in this case is teachers and educational staff (teachers and employees), (2) machine, in this case the machinery and equipment as well as the supporting infrastructure of teaching and learning processes and practices, (3) methods , in this case include the methods and school management, and (4 ) materials.

Keywords: six sigma, service performance.

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SIX SIGMA ANALYSIS FOR IMPROVEMENT INSTUDENT ACADEMIC SERVICES PERFORMANCE

SMK 2 IN YOGYAKARTA

1. Introduction

Quality of the services produced by the educational institution must not be

separated from the quality assurance or guarantee to the quality of the graduates

produced, quality assurance has an important and strategic role in the educational

institutions. Sallis (1995) says that one of the important challenges faced by educational

institutions is how to manage quality, particularly in the world of global competition

and mass industry. However, quality is not only in the business industry institutions, but

also the needs of educational institutions. It is intended to allow educational institutions

to survive in the highly competitive world of competition, and be able to educate

academics and practitioners.

Six Sigma is a structured methodology to improve business processes focused

on reducing variation in processes and reduce defects (products / services that are out of

specification) using statistical and problem solving tools intensively. The main focus of

Six Sigma as a management system is in three things, namely customer focus, process

management and data as well. In six sigma, customer satisfaction is the main focus.

Jenicke, et. al, (2008) says that the six sigma methodology has been successfully applied

in many organizations leading to a remarkable improvement in the quality of products

produced and services rendered, but the academic institutions have lagged behind other

organizations in implementing six sigma.

Previous research was conducted by Sulistiyowati, et.al (2008) at PT. PLN

(Persero) Distributor of East Java, Surabaya APJ South - Ngagel UPJ. This research

integrates servqual, lean six sigma methods in order to determine whether to integrate

all three of these methods can be implemented in the service industry. The results show

that by integrating the servqual and lean six sigma, it can be implemented in the service

industry (service).

Based on the data obtained from the author, profile of SMK Negeri 2

Yogyakarta, the school gained accreditation ratings for the eight competencies of

existing expertise in SMK Negeri 2 Yogyakarta. This school has been certified for ISO

9001:2000 issued by TÜV Rheinland Cert GmbH on March 27, 2008, the field is a

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certificate of quality management system, ISO certification is then updated with the ISO

9001:2008 certificate dated June 15, 2010. However, the problem is the ranking gains

accreditation and ISO certification has not been contributing to improved school

performance, it is proved to the acquisition value of the average results of National

Examination (UN) in the last three years are likely to decline. The average value of UN

Academic Year 2009/2010: Math: 7.10, Indonesian: 7.40 English: 7.20, Productive:

8.30. The average value of UN Academic Year 2011/2012: Math: 7.00, Indonesian:

7.20, English: 7.10, Productive: 8.10. The average value of UN Academic Year

2011/2012: Math: 7.00, Indonesian: 7.00, English: 7.00, Productive: 8.00.

Based on the description of the background and the above problems, the study

aims to: (1) measure the academic performance of services in SMK Negeri 2

Yogyakarta by using Service Performance (Servperf), (2) analyze the design of six

sigma to improve the academic performance of services. Six sigmaanalysis is expected

for SMK Negeri 2 Yogyakarta to perform remedial efforts in order to improve the

performance of services to students and continuous improvement in the field of

academic services.

2. Literature Review

2.1 Definition of Six Sigma

Thomsett (2005:6) defines Six Sigma as follows:

"Six Sigma is the definition of outcomes as close as possible to perfection, with six standard deviation, we arrive at 3.4 deffect per million opportunities or 99.9997 percent".

Tunggal (2013) defines Six Sigma as a comprehensive and flexible system for

achieving, members support and maximize business processes, which focuses on

understanding the needs of customers by using facts, data and statistical analysis as well

as continuous attention to the setting, repair and review process effort.

Etymologically six sigma is composed of two words, namely: six which means

the number six and sigma which is a symbol of the standard deviation or can be

interpreted as a measure of unit statistics that describe the ability of a process and the

size of the sigma value is expressed in the DPU (Defect Per Unit) or PPM ( Part Per

Million). It can be said that the process of the higher sigma value (in a process) will

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have less defect (a good number of defects and the type of defect). Increasing the value

of sigma quality decreases cost and cycle time.

In epistemology, six sigma is a structured methodology to improve a process by

focusing on efforts to minimize the variation that occurs (process variance) while

reducing the defects or the products or services that are out of specification by using

statistical methods and other quality tools intensively (Mangala 2005). The main focus

of Six Sigma as a management system is in three things, namely customer focus,

process management, and data. In six sigma, customer satisfaction is the main focus.

Compared with the previous quality control methods, six sigma has the

advantage of process functions, Six Sigma is not just a quality oriented product /

service, but also on all aspects of business operations with an emphasis on process

functions.

According to Brue (2005) Six Sigma is based on several key concepts, among

others: (a) defects, (b) variation, (c) the quality crisis (CTQ), (c) ability to process

(process capability), and (d) design for Six Sigma (DFSS).

According to Pande, et al, (2000) there are six main components of the concept

of Six Sigma as a business strategy;

1) Customer focused: as discovered together, replacement of not only mean the buyer,

but it could also mean co-workers, the team received the results of labor, government,

public service users.

2) Management is based on data and facts: not based on opinion, or opinions without

foundation.

3) Focus on process management and improvement; Six Sigma depends on ability to

understand the process that is combined with good management to make improvements.

4) Management is proactive: the role of leaders and managers is crucial in driving the

success in making changes.

5) Collaboration without borders: the cooperation between the teams that should be

smooth.

6) Always chasingperfection.

In Six Sigma, there are5 DMAIC phases (Define, Measure, Analyze, Improve,

Control) which is the process of continuous improvement towards the target of six

sigma. DMAIC is done systematically based on knowledge and facts. DMAIC is a

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closed-loop process that eliminates process steps which are not productive, often

focuses on new measurements and applying technology to improve the quality of the

target toward six sigma.

Research conducted by Jenicke, et al, (2005) findings indicate that the unique

structure of six sigma make an academic institution interested in implementing six

sigma. Three-tiered framework for six sigma can be used by administrators, faculty, and

students as guidance. The study also showed that a significant difference between the

environments in making implementation in many areas within an academic institution

as a challenge.

Research conducted by Achir (2007) examines the implementation of service

management in Indonesian hajj with six sigma strategies, and designing strategies to

approach six sigma DMAIC appraisal strategy. Results of this study found that the

sigma of organizing Hajj Indonesia in 2006 was 1.75 sigma, which means there are

403,508.77 defect parts per million (DPMO), while the required six sigma is 3.4

DPMO. Furthermore from interviews and questionnaires conducted on the Department

of Religious Affairs Hajj organizers, then found the cause of the low numbers are due to

mismanagement of sigma in services to pilgrims.

Research conducted by Riawati (2009) examines the Quality Improvement

Evaluation of Credit Card Processing Services in the Six Sigma Approach: A Case

Study of Bank Mandiri in 2006, the purpose of this study was to determine the

acceleration of the credit card application process and delivery to the cardholder by the

Bank Mandiri. The results: the repair process gained new capabilities in the processing

and delivery of cards with bettersigma level. Thus the new process can be implemented

consistently and provide increased customer satisfaction.

Six sigma research in the field of education in Indonesia is still rarely done,

because most research is conducted on six sigma in business or company. Guided by

several studies that successfully implemented Six Sigma in the business world, this

research attempts to solve problems related to the academic performance of services in

SMK Negeri 2 Yogyakarta.

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3. Research Methods

This research is a descriptive study, this study population is 2,300 students of

SMK Negeri 2 Yogyakarta school year 2012/2013, whereas samples taken was 350

students. Quantitative data were obtained using servperfinstrument given to 350

students with proportionate stratified random sampling technique. The qualitative data

were obtained through interviews with teachers and administrators respondents of SMK

Negeri 2 Yogyakarta.

Instrument in this study used questionnaires of Service Performance (Servperf)

on student academic services using five dimensions: (1) (tangibles / intangibles (2)

reliability (3) responsiveness (4) assurance (5) empathy. The instrument uses a Likert

scale of 1 to 5.

Validity test was conducted to analyze the accuracy and precision of a

measuring instrument in performing measuring function. According to Sekaran (2003),

validity demonstrated the reliability of precision measuring tools in conducting

measuring function. To analyze the validity of the data, product moment correlation test

was used. An indicator is valid if the value of the significance> 0.30.

While the reliability test is performed to measure the level of stability and

consistency of a measuring instrument. According to Cooper and Schindler (2011) a

measure is assessed reliable if it provides consistent results. Reliability is an important

support for the validity but not a sufficient condition for validity.

Reliability test was performed with test statistic Cronbach Alpha (α). A

construct is said to provide reliable if the Cronbach Alpha value> 0.60 (Wijaya, 2013).

Validity and reliability calculations used SPSS Statistics software version 18 for

windows. Validity and reliability test were conducted on item questionnaire using a

Likert scale questionnaire filled out by the respondents 1-5. On the validity of the test

using the formula Correlation of Carl Pearson Product Moment by looking at the

corrected item total correlation. While reliability test was by looking at the standardized

Cronbach Alpha.

Phase of the study consisted of collecting primary data and secondary data,

which is used to analyze student academic services at SMK Negeri 2 Yogyakarta with

the six sigma method. One key to business success is the six sigma problem solving.

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The stage model of problem solving DMAIC (Define, Measure, Analyze, Improve,

Control) are as follows: (1) Define (2) Measure (3) Analyze (4) Improve (5) Control.

4. Results and Discussion

4.1 Research Results

Validity and reliability testing were done to measure the performance indicators

of academic services in five dimensions. Based on the results of the correlation

coefficient of performance indicators namely tangible dimension, reliability dimension,

responsivenessdimensions, assurance dimension, empathy dimension suggest that all

indicators are positively correlated and statistically significant, it is evident from the

significant value> 0.30 so as it can be concluded that this study has valid instrument.

While the reliability of the test results showed that the value of Cronbach Alpha

for the performance indicators of academic services at 0,633 for tangible dimension,

0.735 for reliability dimension, 0.854 for dimensions of responsiveness, 0.798 for

assurance dimension, 0.831 for empathy dimension. All dimensions showed Cronbach

Alpha results in all dimensions> 0.6 so that it can also be concluded that the instrument

is a reliable indicator.

Results of this study indicate that students' level of satisfaction on the

performance of academic services at servperf measurements is: 3.72 for tangible

dimension, 3.59 for reliability dimension, 3.53 for dimensions of responsiveness, 3.69

for assurance dimension, 3.38 for empathy dimension. Average rating is 3.58, meaning

that the overall academic performance of services in SMK Negeri 2 Yogyakarta is at

71.64% and still provide opportunities for the emergence of dissatisfaction on the

performance of such services students at 28.36%. The calculation in the phase measure

shows that the average performance of the service is at the level of 2.07 sigma, and

DPMO value of 284 339. By these sigma level, the average performance achieved by

academic services of SMK Negeri 2 Yogyakarta entered the unfavorable category,

because in six sigma companies or organizations that are at 2.07, sigma level is still not

showing the maximum service performance. According to the terminology of six sigma,

companies or organizations that have a sigma level of 2.07 is classified as a company or

organization that is not competitive (Gaspersz, 2002).

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4.2 Discussion

Measurement results are on measure phase, shows that the dimensions that have

the smallest sigma level is the dimension of empathy (1.95 sigma) and responsiveness

(2.04 sigma). From interviews with teachers and the management of SMK Negeri 2

Yogyakarta then analyzed with the fishbone diagram, so the root cause wasfound of the

problem and proposed solutions to improve the academic performance of services in

terms of: (1) manpower (human resources), in this case is the educator and educational

staff (teachers and employees), (2) machine, in this case the machinery and equipment

as well as the supporting infrastructure of teaching and learning processes and practices,

(3) methods, in this case include the methods and school management, and (4)

materials.

In the improvement phase performed a redesign of the process of student

academic services at SMK Negeri 2 Yogyakarta. Suggestions for improvement that can

be done in order to improve the quality of academic services at SMK Negeri 2

Yogyakarta, namely:

a. Manpower (Human Resources), in this case is Labor and Education (teachers and

staff), suggestions for improvement include:

1) Principal and Chair of Skills Competency recalled the duties and functions (duties) of

teachers and employees in carrying out their duties providing academic services are

the best to all the students, care about the students in helping students deal with

problems, respond to requests / needs of students, be friendly and courteous to

students.

2) Control of teachers and employees of SMK 2 Yogyakarta to always present the right

time in the process of learning and teaching and administrative services. Reward the

good in discipline and reprimand / punishment for those who are less well in

discipline.

3) Increasing the number of academic staff (employees) that are still lacking,

particularly the toll man and administrative personnel.

4) Increasing the number of teachers in particular less productivesubjects, for example,

in the Department of Mechanical Light Vehicle / Automotive, Computer Engineering

Department Network and Multi Media.

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5) Competency training for teachers, for example: teacher competency skills training,

training computer / IT, pedagogical training, OJT (on the job training of teachers) for

teachers to companies / industries that are relevant to the field of study taught.

6) Competency training for employees, for example: management training workshops,

training school administration systems, training library, computer training / IT, and

others.

7) Staffing should be adjusted to the competence and expertise.

8) Conduct training on information technology to teachers and employees of IT

knowledge that is still lacking in a planned, purposeful and integrated manner.

b. Machine, in this case is the machinery and equipment as well as the supporting

infrastructure of teaching and learning processes and practices, suggestions for

improvement include:

1) The addition of machinery and equipment practices are still lacking, such as the

Building Engineering Department, Engineering Machinery.

2) Engine repair and new instruments are not working / damaged in a planned and

regular.

3) Increasing the number of laboratory space, especially physics laboratory, chemistry.

The addition of the surgery / lab for engineering machinery currently is still riding

practice in BLPT (Technical Education and Training Center) in Yogyakarta.

4) Improve the cleanliness, comfort, layout and tidiness classrooms and laboratories for

teaching and learning processes and practices by imposing a duty to clean and

organize classrooms and practice space.

c. Methods, in this case including the methods and school management, suggestions for

improvement include:

1) The selection and implementation of appropriate teaching methods teachers adjusted

to the students and the material being taught.

2) A briefing for the teacher to be a higher priority than the task of teaching other

additional duties.

3) Understanding and increasing teacher attention to students

4) Distribute the workload evenly to teachers and employees so that no work is

overload.

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5) Form the culture and mentality of the good teachers and employees by providing

training or team building outbound training.

d. Materials, suggestions for improvement include:

1) Add and complement textbooks that are still lacking.

2) Provide materials in accordance with the required practices.

5. Conclusion and Recommendations

Based on the analysis and discussion of the performance of academic services at

SMK Negeri 2 Yogyakarta by using the six sigma method, the following conclusions

can be drawn:

a. Student academic performance value services in SMK Negeri 2 Yogyakarta based on

measurement results obtained with the servperfinstrument: 3.72 for tangible

dimension, 3.59 for reliability dimension, 3.53 for dimensions of responsiveness,

3.69 for assurance dimension, 3.38 for empathy dimension. Servperf average value

was 3.58, meaning that the overall academic performance of services in SMK Negeri

2 Yogyakarta is at 71.64% and still provide student opportunities grievances arising

on the performance of such services amounted to 28.36%. The calculation in the

phase measure shows that the average performance of services at the level of 2.07

sigma, and DPMO value of 284 339. By these sigma level, the average performance

achieved by academic services in SMK Negeri 2 Yogyakarta entered the unfavorable

category, because in six sigma, companies or organizations that are at 2.07 sigma

level is still not showing the maximum service performance.

b. Measurement results on measure phase, shows that the dimensions that have the

smallest sigma level is the dimension of empathy (1.95 sigma) and responsiveness

(2.04 sigma). From interviews with teachers and the management of SMK Negeri 2

Yogyakarta, later elaborated by fishbone diagram, so the root cause of the problem

and proposed solutions to improve the academic performance of services are as

follows:

1) Manpower (Human Resources), in this case is Labor and Education (teachers and

staff).

2) Machine, in this case the machinery and equipment as well as the supporting

infrastructure of teaching and learning processes and practices.

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3) Methods, in this case include the methods and school management.

4) Materials.

The suggestions can be given after this research is as follows:

a. Performance of academic services at the dimensions that have a level of empathy that

is the smallest sigma (sigma 1.95) and responsiveness (2.04 sigma) is a top priority

that must be addressed by the management, teachers, employees of SMK Negeri 2

Yogyakarta.

b. Results of the analysis with the six sigma method and proposed solutions solving

students' academic performance of the service can be used as a reference and

consideration to make policy and strategy by the management of SMK Negeri 2

Yogyakarta in improving the quality of student academic services. Application of six

sigma concepts can be integrated into the Quality Management System which has

been applied in SMK Negeri 2 Yogyakarta, namely ISO 9001:2008, continual

improvement particularly in clause 8.5.1.

REFERENCES

Achir, M. R. 2007. Implementasi Strategi Six Sigma untuk Peningkatan Layanan Haji di Indonesia. Tesis. Magister Manajemen Universitas Gadjah Mada, Yogyakarta.

Brue, G. 2005. Six Sigma for Managers. New York: McGraw-Hill Companies, Inc.

Cooper, D.R. and Schindler, P.S. 2011. Business Research Methods, Eleventh Edition. New York: McGraw Hill.

Gaspersz, V. 2002. Pedoman Implementasi Program Six Sigma: Terintegrasi dengan ISO 9001:2000, MBNQA dan HACPP. Jakarta: PT. Gramedia Pustaka Utama.

Jenicke, L.O , Kumar, A. and Holmes, M.C. 2005. “A framework for applying six sigma improvement methodology in an academic environment”, Issues in The TQM Journal Vol. 20 No. 5, 2008 pp. 453-462.

Manggala, D. 2005. Mengenal Six Sigma secara Sederhana. Diakses tanggal 10 April 2013 dari http://www.beranda.net/faktorq/Six%20Sigma%20Sederhana.pdf.

Pande, P.S., Neuman, R. P.; and Cavanagh, R.R. (2000). The Six Sigma Way-How GE, Motorola, and Top Companies are Honing Their Performance. New York: The McGraw-Hill Companies, Inc.

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Riawati, E. 2009. Evaluasi Perbaikan Kualitas Layanan dalam Pemrosesan Kartu Kredit dengan Pendekatan Six Sigma: Studi Kasus di Bank Mandiri 2006. Tesis. Magister Manajemen Universitas Gadjah Mada, Yogyakarta.

Salis, E. 2005. Total Quality Management in Education. London: Taylor & Francis e-Library.

Sekaran, U. 2003. Reseach Methods for Business: A Skill Building Approach. Fourth Edition. New York: John Wiley & Sons, Inc.

SMK Negeri 2 Yogyakarta. 2012. Profile Sekolah. Yogyakarta: Humas SMKN 2 Yogyakarta.

Sulistiyowati, W., Supriyanto, H., dan Suef, M. 2008. Integrasi Metode Servqual, Lean Dan Six Sigma Implementasi: PT.PLN (Persero) Distribusi Jawa Timur, APJ Surabaya Selatan – UPJ Ngagel. Laporan penelitian Jurusan Teknik Industri Institut Teknologi Sepuluh Nopember Surabaya.

Thomsett, M.C. 2005. Getting Started in Six Sigma. New Jersey: John Wiley & Sons Inc.

Tunggal, A.W. 2013. Pengantar Manajemen Mutu. Jakarta: Harvarindo.

Widjatmaka, T. 2006. Kualitas Layanan Akademik di Politeknik Negeri Jakarta: Studi Kasus Pada Engineering Department. Jurnal Ekonomi & Bisnis, Vol.5 No.1 Maret 2006, hal 47-54.

Wijaya, T. 2013. Metodologi Penelitian Ekonomi dan Bisnis: teori dan Praktik.Yogyakarta: Graha Ilmu.