Dominant Factors of Lecturer Competence Influencing Information Technology Students' Satisfaction with Mathematics Learning

Increasing student satisfaction is one of the main priorities for lecturers so that students' abilities can develop. This article aims to look at the dominant factors of lecturer competence that influence student satisfaction in learning mathematics. The population in the study consists of all information technology students taking mathematics courses from 2020/2021 to 2025/2026. The sample includes students who voluntarily agreed to fill out lecturer evaluations, totaling 82.9% of the population. Lecturer evaluation data was obtained from a questionnaire containing 12 questions covering 5 dimensions: Pedagogical, Social-Religious, Professional, Personality, and Satisfaction. The data was processed and analyzed using ANOVA to see differences in average lecturer evaluations, and then regression tests were conducted to examine the effect of lecturer competence on student satisfaction. The research results show that there is a significant difference in the average lecturer evaluations based on time and lecturer competence. Student satisfaction is higher with in-person learning (after the COVID-19 pandemic) compared to online learning (during the COVID-19 pandemic). From the multiple regression test simultaneously, it was found that the Pedagogic (x1), Social-religious (x2), Professional (x3), and Personality (x4) aspects simultaneously affect Satisfaction (y). However, partial regression tests show that only professional competence significantly affects student satisfaction, with the regression equation y = -0.127x1 - 0.107x2 + 1.453x3 - 0.116x4 - 0.444. The results suggest that lecturers need to improve their professional aspects to enhance the quality of learning and student satisfaction.