Technical Counseling and Guidance: Transforming Higher Education through the Implementation of the Internal Quality Assurance (IQA) at STT Arastamar Ngabang West Kalimantan

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FORMOSA NEWS - Kalimantan – IQA Technical Guidance Encourages Transformation of Higher Education Quality in West Kalimantan. The community service was carried out by Hotmaulina Sihotang with Erni Murniarti, A. Dan Kia, Kerdid Simbolon, and Indri Jatmiko from the Indonesian Christian University.  in the service article published in the Asian Journal of Community Services Vol. 5 No. 2 of 2026 This program is important because the Indonesian government through the Regulation of the Minister of Higher Education, Science, and Technology No. 39 of 2025 requires all universities to implement quality assurance in a systematic, transparent, and sustainable manner. Many campuses, especially in the regions, still need assistance to understand the rapid and complex regulatory changes. 

Background: Transformation of Higher Education Quality

Global competition and digitalization make the quality of higher education a key indicator of the competitiveness of human resources. Universities no longer only focus on teaching, but also on research and community service relevant to the needs of the world of work.

STT Arastamar Ngabang realizes the need to update the quality assurance system which previously still referred to the old regulations. Changes in national policies require campuses to immediately adjust internal quality documents, procedures, and culture.  This technical guidance activity is present as a direct response to these needs.

Mentoring Method: From Survey to Publication

The UKI team designed community service-based activities that combine education, discussion, and direct mentoring. A total of 38 participants from eight theological colleges (STT) in West Kalimantan participated in the activity which lasted for four days.

The stages of the activity include:

1. Initial survey of institutional conditions.
2. In-depth interviews with campus leaders.
3. Needs and priority mapping.
4. Preparation of mentoring programs.
5. Signing of cooperation (MoA).
6. Implementation of technical guidance.
7. Activity reporting.
8. Publication of the results of service.

According to the table of activity stages on page 4, this process is designed systematically so that knowledge transfer takes place continuously, not just a one-time training.

Key Focus: Understanding the IQA Cycle

The training focuses on understanding the internal quality assurance cycle which includes:

• Setting quality standards.
• Standard implementation.
• Internal evaluation and audit.
• Continuous control and repair.

This approach is known as the PDCA (Plan–Do–Check–Act) cycle. Participants learn how to integrate IQA into campus management so that it becomes an organizational culture, not just an administrative document.

Key Results: Increased Understanding and Commitment

The results of the activity showed a significant change in participants' understanding of the concept and urgency of IQA.

Key findings include:

Participants understand IQA as a strategic system, not just an accreditation requirement• IQA documents have been successfully revised and completed directly• Quality leadership and IQA management team have been formed• Campus leaders' commitment to building a quality culture has increased

This activity also produces important tools such as IQA policies, implementation guidelines, quality standards, and documentation systems that are aligned with accreditation indicators.

Impact on Human Resources and Campus Governance

In terms of human resources, training increases the capacity of leaders, lecturers, and education personnel in understanding their respective roles at each stage of the quality cycle. The participants began to realize that the quality of education is not only determined by the curriculum, but also by organizational governance, finances, infrastructure, and student services. According to the research team, the involvement of the entire academic community is a key factor in the success of the implementation of IQA.

Wider Impact on Higher Education

This program is a strategic step in strengthening the quality culture in regional universities. A good implementation of IQA is believed to be able to:

• Improving the readiness of institutional accreditation
• Encouraging the relevance of graduates to industry needs
• Strengthening the public accountability of universities• Increasing the competitiveness of institutions at the national and global levels

Author Profiles

Hotmaulina Sihotang – Academician of the Christian University of Indonesia,
in the field of quality assurance in higher education

Erni Murniarti – Academician of the Christian University of Indonesia,
in the field of education management

A. Dan Kia – Academician of the Christian University of Indonesia

Kerdid Simbolon – Academician of the Christian University of Indonesia

Indri Jatmiko – Academician of the Christian University of Indonesia

Research Sources
Hotmaulina Sihotang, Erni Murniarti, A. and Kia, Kerdid Simbolon, Indri Jatmiko. Technical Counseling and Guidance: Transforming Higher Education through the Implementation of the Internal Quality Assurance (IQA) at STT Arastamar Ngabang West Kalimantan. Asian Journal of Community Services, Vol. 5 No. 2, pages 81–90. 2026.
DOI: https://doi.org/10.55927/ajcs.v5i2.3
URL: https://journalajcs.my.id/index.php/ajcs