Dalam menghadapi persaingan antar perguruan tinggi, membangun loyalitas mahasiswa sangat diperlukan, karena dapat memberikan manfaat jangka panjang bagi perguruan tinggi. Manfaat lersebut diperoleh sejak mahasiswa masih menjalankan studi maupun setelah mereka Iulus. Selain itu, peningkatan kualitas merupakan faktor pendorong terciptanya loyalitas mahasiswa. Oleh karena itu, penelitian ini secara umum bertujuan untuk mengetahui pengaruh persepsi kualitas pengajaran terhadap loyalitas mahasiswa pada STIE Indonesia Banking School. Penelitian ini mengacu pada model penelitian dari Hennig-Thurau, Langer dan Hansen (2001), yang melakukan pengujian terhadap pengaruh variabel kualitas relasional (persepsi kualitas pengajamn, komitmen kognitit; komitmen afektif komitmen pada tujuan studi dan kepercayaan) terhadap loyalitas mahasiswa pada perguruan tinggi di Jerman. Fokus pada penelitian ini, pada tingkatan pertama (first order variable) dari model Hennig-Thurau e! al. (2001). Variabel-variabel (second order variable) yang membangun komitmen afektif pada perguruan tinggi tidak diikutsertakan dalam penelitian ini. Responden pada penelitian ini adalah mahasiswa strata satu angkatan 2007 ke atas dan masih aktif mcngikuti perkuliahaan. Data yang berhasil dikumpulkan, selanjutnya dianalisis dengan menggunakan structural equation model (SEM). Hasil penelitian menunjukkan bahwa variabel persepsi kualitas pengajaran tidak berpengaruh secara Iangsung terhadap loyalitas mahasiswa. Persepsi kualitas pengajaran berpengaruh terhadap loyalitas mahasiswa melalui variabel komitmen afektif dan komitmen pada tujuan Studi. Sedangkan variabel kepercayaan dan komitmen kognitif tidak berpengaruh terhadap loyalitas mahasiswa.

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In getting advantage in stifT competition, it is very important to build student loyalty for the education entities because it can give benefit in the long temm. The beneiit gained from the loyalty of the student is not only appear during their study term but also tilrther until they graduate and leave the university. Moreover, the quality improvement is also a key factor that influence student loyalty. Therefor, this research generally intended to examine the effect of perceived quality of teaching toward student loyalty on STH3 Indonesia Banking School. This research is based on research model which was developed by Hennig Thurau, Langer and Hansen (2001) which investigated the impact of relationship of quality variables (perceived quality of teaching, cognitive commitment, affective commitment, goal conunitment and trust) toward student loyalty at several university in Germany. The main focus of this research is only on the first order variables of Hennig-'I`hurau et al. (2001) model. The second order variables within this model which are build affective commitment in the university are not included in this research. The respondent of this research are the student ofthe class of 2007 and onward, and still enrolled. Furthennore, the data collections is analyzed by structural equation model (SEM). The result of this analysis showed that perceived quality of teaching does not have a direct eifect on student loyalty. On the other hand, perceived quality of teaching have an impacts to the student loyalty through attective commitment and goal commitment. Moreover, trust and cognitive commitment does not have an impacts to student loyalty either.