The 21st century is set apart by high difficulties and requests that make each college be prepared with this large number of difficulties and requests. The high difficulties requests make colleges actually need to focus on their quality. This is on the grounds that colleges are amidst worldwide rivalry where quality is something that must constantly be viewed as to keep up with its presence in the cutthroat field. The improvement of the 21st century has made progressively fast advancements in the realm of schooling, remembering for terms of offering types of assistance to address the issues of understudies. In this way, absolute quality administration is utilized as one of the endeavors to address these issues. A quality administration framework that is executed with a reliable responsibility will give advantages and accomplishment to all partners in the advanced education foundation. So that to make these advantages and progress, it should be founded on a few laid out quality administration standards and upheld by the 21st initiative.

Providing services quality for students as the main customers of education is the main task of universities as service providers in the field of higher education. Service quality, one of which is the tangible dimension, has become a concern for universities so that it has a positive impact on customer satisfaction. This study aims to determine undergraduate students' perceptions of the dimensions of the tangible dimension of services quality at higher education. This research was conducted with a mix method approach. A total of 282 students from a state university participated in this study. Research data were collected through questionnaires and open-ended questions. Quantitative data were analyzed using descriptive statistical analysis. While the qualitative data were analyzed by analysis, reduction and drawing conclusions. The results showed that in general students have a relatively good perception on the dimensions of tangible in higher education with an achievement percentage of 85.89%. Nevertheless, the dimension of tangible still need to be improved, for example the availability of facilities to support learning in the classroom. This implication of this study is the importance of improvement the dimension of tangible that are able to meet improving educational services at higher education.