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International Conference on Islamic Contemporary Issues and Management 2025

International Journal of Research and Innovation in Social Science (IJRISS) | ISSN: 2454-6186

DOI: 10.47772/I0JRISS | ICICM 2025 - Conference Proceedings | Volume IX Issue XXIX November 2025

The Moderating Role of Applied Sunnah in the Relationship between

Service Quality and Student Satisfaction. A Conceptual Framework.

Nurul Khofifah Abdullah

, Ros Syammimi Hamid

, Fatimah Noni Muhamad

, Siti Khalilah Basarud-

din

, Nabilah Wafa’ Mohd Najib

& Naimah Abu Kassim

1,4,5,6

Faculty of Muamalah and Islamic Finance, Universiti Islam Antarabangsa Tuanku Syed Sirajuddin

2,3

Faculty of Business and Management Science, Universiti Islam Antarabangsa Tuanku Syed Sirajuddin

Corresponding Author

DOI: https://dx.doi.org/10.47772/IJRISS.2025.92900015

Received: 17 November 2025; Accepted: 25 November 2025; Published: 17 December 2025

ABSTRACT

This conceptual study develops a framework linking service quality to student satisfaction through the moderating

influence of Applied Sunnah the practical embodiment of Islamic virtues such as amanah (trust), adl (justice),

ihsan (excellence), rahmah (compassion), and ikhlas (sincerity). Drawing upon SERVQUAL theory, Islamic

moral philosophy, and contemporary higher education research, the paper argues that daily Sunnah-based

behaviour enriches tangibility, reliability, responsiveness, assurance, and empathy within institutional service

delivery. The framework extends SERVQUAL by infusing ethical spiritual dimensions that align with Malaysia’s

Islamic educational mission, thereby offering a culturally grounded model for assessing quality and satisfaction.

Keywords: Service quality, student satisfaction, Applied Sunnah, SERVQUAL, Islamic ethics.

INTRODUCTION

Quality assurance has become an imperative in global higher education. In Malaysia, educational excellence is

intertwined with Islamic moral responsibility. Institutions must not only deliver efficient services but also

manifest ethical integrity consistent with Qur’anic and Sunnah values. The SERVQUAL framework

(Parasuraman et al., 1988) remains the benchmark for evaluating service performance, yet it lacks a moral-

spiritual lens. Applied Sunnah fills this gap by transforming routine service interactions into acts of stewardship.

Recent Malaysian studies confirm that SERVQUAL dimensions which are tangibles, reliability, responsiveness,

assurance, and empathy will predict satisfaction and loyalty (Nordin et al., 2023; Ali et al., 2022). Nevertheless,

satisfaction within Islamic institutions extends beyond functional performance to include ethical authenticity and

emotional peace (sakīnah) (Hamid et al., 2023). Consequently, this study conceptualizes Applied Sunnah as a

moderating variable that strengthens the positive link between service quality and student satisfaction by

embedding ethical consciousness into institutional culture.

LITERATURE REVIEW

Service Quality in Higher Education

Service quality reflects the difference between expected and perceived performance (Parasuraman et al., 1988).

Universities worldwide deploy SERVQUAL to gauge student experiences (Sultan & Wong, 2022). In Malaysia,

Nordin et al. (2023) identified reliability and responsiveness as strongest predictors of satisfaction, while Ali et

al. (2022) linked assurance and empathy to retention intention. Yet Western-based SERVQUAL ignores the

moral dimensions vital in Muslim societies (Hassan et al., 2023). Incorporating Islamic ethics which are derived

from ihsan and amanah and renders service quality spiritually meaningful (Ghazali & Ismail, 2024).

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International Conference on Islamic Contemporary Issues and Management 2025

International Journal of Research and Innovation in Social Science (IJRISS) | ISSN: 2454-6186

DOI: 10.47772/I0JRISS | ICICM 2025 - Conference Proceedings | Volume IX Issue XXIX November 2025

Student Satisfaction

Student satisfaction is a multi-layered evaluation of educational experiences. Beyond physical facilities and staff

competence, satisfaction arises when institutional values resonate with students’ moral expectations (Dhawan et

al., 2022). In Islamic settings, satisfaction includes feelings of justice, care, and sincerity (Amzat et al., 2024).

The Applied Sunnah approach operationalizes these virtues, turning ethical intention into measurable service

outcomes (Nasir & Khalid, 2022).

Religiosity and Ethical Moderation

Abror et al. (2020) empirically showed that religiosity strengthens the service-quality and satisfaction link in

Islamic banking. Bal et al. (2021) found similar moderating effects of religiosity on job satisfaction. Transposing

this logic to education, Rahman and Alias (2024) demonstrated that Islamic values reshape how students interpret

quality cues, suggesting that Applied Sunnah can moderate service-experience evaluations.

The Malaysian Context

Malaysia’s Higher Education Blueprint embeds maqasid al-shariah objectives within quality policy. Studies at

IIUM, USIM, and KUIPs show that sincerity and fairness dominate satisfaction predictors (Chong et al., 2024).

Cross-regional comparisons reveal that empathy and justice rank above tangibles for Muslim learners (Seitova et

al., 2024). Thus, embedding Applied Sunnah into campus operations aligns with both national policy and

international expectations for Islamic higher education.

Deeper Critique of SERVQUAL in Islamic Contexts

Although SERVQUAL has been widely applied in higher education, its theoretical foundations have been

repeatedly critiqued when adopted in non-western and religious contexts. Developed within a commercial service

culture in the United States, SERVQUAL is rooted in secular, individualistic interpretations of customer

expectations and perceived performance. This orientation stands in contrast to the collectivist and value-driven

worldview that characterizes Islamic learning environments.

First, the expectation-perception gap model assumes that service users evaluate quality primarily through

functional efficiency. However, in Islamic institutions students interpret service encounters through ethical,

spiritual, and communal lenses, where virtues such as sincerity (ikhlas), compassion (rahmah), and fairness

(adl) strongly influence satisfaction (Hamid et al., 2023). SERVQUAL does not account for these non-material

dimensions.

Second, SERVQUAL treats empathy as merely individualized care, whereas Islamic contexts embed empathy

within the broader moral concept of rahmah, a divine attribute and central component of Islamic leadership. This

makes empathy spiritually charged, not simply interpersonal.

Third, SERVQUAL assumes quality dimensions are universal, but empirical studies in Muslim-majority

countries show that students prioritise ethical consistency, trust (amanah), and justice more than tangibles

(Chong et al., 2024). SERVQUAL’s inability to capture these values limits its explanatory power in Islamic HEIs.

Thus, while SERVQUAL offers a useful structural backbone, its theoretical neutrality leaves a significant value

gap. Integrating Applied Sunnah directly addresses this gap by embedding ethical spiritual meaning into quality

metrics.

THEORETICAL FOUNDATION

SERVQUAL Model

SERVQUAL defines quality as the gap between expectation and perception across five dimensions (Parasuraman

et al., 1988). While robust, its secular roots omit ethical conscience. Integrating Sunnah virtues re-interprets each

dimension as a form of ibadah (act of worship) performed with excellence and sincerity (Kaushal & Ali, 2022).

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International Conference on Islamic Contemporary Issues and Management 2025

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Islamic Ethical Perspective

Islamic ethics emphasise ihsan which doing one’s duty as if in the presence of God and adl, or justice. Amanah

reinforces reliability, rahmah evokes empathy, and ikhlas ensures sincerity of purpose (Abu Bakar, 2022).

Embedding these values transforms service quality from transactional efficiency to ethical stewardship. Figure 1

visualises this theoretical synthesis.

CONCEPTUAL FRAMEWORK

The conceptual framework for each SERVQUAL dimension positively influences of the student satisfaction.

Applied Sunnah comprising amanah, adl, ihsan, rahmah, and ikhlas moderates these relationships, intensifying

the effect of perceived quality on satisfaction.

Figure 1: Conceptual Framework

In order to strengthen the conceptual model, additional institutional-level factors should be considered as

moderators or mediators, as they directly shape how Sunnah values are translated into daily service delivery.

Organizational Culture (Moderator)

Organizational culture establishes the norms, behaviours, and shared meanings within an institution. A culture

aligned with Islamic values reinforces the application of Sunnah-based behaviors among staff, thereby amplifying

the moderating effect of Applied Sunnah on the service quality satisfaction relationship. Conversely, a weak or

bureaucratic culture may dilute the impact of ethical values.

Leadership Style (Mediator or Moderator)

Islamic-oriented leadership such as qawwamah (responsibility), shura (consultation), and qudwah (role-

modelling) can enhance the internalization of Sunnah values among staff. Leaders who display fairness,

compassion, and integrity model the very virtues that strengthen students’ perception of service reliability and

assurance.

INDEPENDENT VARIABLES

DEPENDENT VARIABLE

Service Quality in KUIPs

 Tangibility

 Assurance

 Reliability

 Responsiveness

 Empathy

Student Satisfaction in KUIPs

Applied Sunnah

 Amanah (Trust)

 Adl (Justice)

 Ihsan (Excellence)

 Rahmah(Compassion)

 Ikhlas (Sincerity)

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International Conference on Islamic Contemporary Issues and Management 2025

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Institutional Policies and Governance

Policies that reward ethical service behaviours, mandate transparency or integrate Islamic values into

performance evaluation frameworks can structurally support Applied Sunnah. When policies institutionalize

Sunnah-based conduct, they reinforce the translation of values into observable service interactions.

Integrating one or more of these factors would greatly enhance the theoretical robustness of the model and align

it with contemporary organizational-behavior literature.

HYPOTHESES DEVELOPMENT

Grounded in SERVQUAL and Islamic ethical theory, this study proposes the following relationships:

H1: Tangibles have a positive effect on student satisfaction.

H2: Reliability has a positive effect on student satisfaction.

H3: Responsiveness has a positive effect on student satisfaction.

H4: Assurance has a positive effect on student satisfaction.

H5: Empathy has a positive effect on student satisfaction.

H6–H10: Applied Sunnah (amanah, adl, ihsan, rahmah, ikhlas) positively moderates each of the above

relationships, such that the influence of service-quality dimensions on satisfaction is stronger when Islamic

ethical values are practiced.

DISCUSSION

Moral Framing Mechanism

When students observe Sunnah-based conduct; honesty, fairness, empathy, they interpret institutional services as

morally authentic. This ethical framing triggers gratitude and trust, magnifying satisfaction even when tangible

facilities are modest (Rahman & Alias, 2024). Applied Sunnah therefore enriches the emotional component of

satisfaction through ethical resonance.

Authenticity and Trust

Reliability and assurance in higher education are inseparable from amanah (trustworthiness). Faculty who fulfil

commitments exemplify this virtue, while compassionate administrators reflect rahmah. Such behaviours

enhance credibility and deepen student loyalty (Nasir & Khalid, 2022; Rashid & Hussain, 2021). Applied Sunnah

thus sustains long-term satisfaction through trust-building.

Integration of Ethics and Performance

Incorporating Sunnah values bridges the gap between performance metrics and moral accountability. Quality

becomes not only a managerial outcome but a form of ethical service (khidmah). This dual orientation

distinguishes Islamic higher-education quality management from conventional systems (Hassan et al., 2023).

THEORETICAL IMPLICATIONS

Extension of SERVQUAL.

The framework embeds spiritual-ethical meaning into SERVQUAL, addressing cultural limitations in existing

models (Sultan & Wong, 2022).

Operationalisation of Applied Sunnah.

It identifies measurable virtues discipline, compassion, fairness, sincerity and linking theology with service

theory (Nasir & Khalid, 2022).

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Faith-based Moderation.

Positions religiosity as an interaction term, advancing cross-disciplinary theory between marketing, education,

and Islamic management (Abror et al., 2020).

Holistic Satisfaction.

Expands the construct to encompass cognitive, affective, and spiritual fulfilment (Zulkifli et al., 2023).

A powerful way to strengthen academic positioning is to compare the Applied Sunnah Framework with

established Islamic educational quality models:

IIUM’s Sejahtera Framework

IIUM’s Sejahtera model emphasizes balance (mizan), harmony, and holistic well-being, aligning educational

quality with spiritual, intellectual, emotional, and social dimensions. Applied Sunnah aligns strongly with

Sejahtera’s ethical components, particularly in areas of compassion (rahmah), responsibility (amanah), and self-

discipline (mujahadah). However, Sejahtera offers a macro-philosophical orientation, while Applied Sunnah

provides micro-behavioural mechanisms, making the two frameworks complementary.

Maqasid al-Shariah Based Evaluation Models

Maqasid emphasizes the preservation of faith, intellect, life, lineage, and wealth. In educational settings, maqasid-

based quality emphasizes intellectual integrity and ethical development. Applied Sunnah can be positioned as the

behavioural enactment of maqasid, translating higher-order objectives into daily actions that affect service

quality.

Tawhidic Educational Philosophy (USIM/ICR frameworks)

The Tawhidic paradigm emphasises unity of knowledge, integration of ethics and practice, and the spiritual

accountability of educators. While Tawhid provides the metaphysical foundation, Applied Sunnah contributes

the operational tools, offering observable indicators (e.g., punctuality, sincerity, empathy) for quality

assessment.

PRACTICAL IMPLICATIONS

Policy.

Include Sunnah-aligned indicators (punctuality, empathy, justice) in accreditation and quality-assurance audits.

Training.

Design professional-development modules on ethical communication and service sincerity (ikhlas).

Student Affairs.

Embed empathy-based service initiatives such as mentorship, welfare, outreach to cultivate satisfaction and

belonging.

Measurement.

Incorporate Applied Sunnah scales with SERVQUAL items for comprehensive evaluation.

CONCLUSION

This paper proposes Applied Sunnah as a moderating variable enriching the link between service quality and

student satisfaction in Malaysian higher education. By integrating prophetic virtues into service design,

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International Conference on Islamic Contemporary Issues and Management 2025

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institutions transform efficiency into ethical excellence. The model need to be improved by invites empirical

validation through PLS-SEM and cross-institutional comparison. Ultimately, embracing Applied Sunnah

advances Malaysia’s aspiration for morally anchored educational quality and student well-being.

ACKNOWLEDGEMENT

The author gratefully acknowledges the continuous support from Universiti Islam Antarabangsa Tuanku Syed

Sirajuddin (UNISIRAJ) and funded by Short Term Grant (STG 2023) given in completing this conceptual

research.

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