<![CDATA[Abstrak: Penelitian ini bertujuan untuk mengetahui (1) pengaruh sarana prasarana kelas terhadap kepuasan belajar siswa, (2) pengaruh kualitas pembelajaran terhadap kepuasan belajar siswa, (3) pengaruh sarana prasarana kelas dan kualitas pembelajaran secara bersama-sama terhadap kepuasan belajar siswa kelas X Manajemen Perkantoran dan Layanan Bisnis di SMK Negeri 1 Banyudono. Penelitian ini menggunakan pendekatan kuantitatif dengan metode survei. Populasi penelitian berjumlah 72 siswa. Data dikumpulkan melalui angket yang telah diuji validitas dan reliabilitasnya, kemudian dianalisis menggunakan regresi linear berganda melalui SPSS. Hasil analisis menunjukkan bahwa Sarana Prasarana Kelas berpengaruh signifikan terhadap Kepuasan Belajar Siswa (thitung = 5,079; Sig. = 0,000), begitu pula Kualitas Pembelajaran (thitung = 4,669; Sig. = 0,000). Secara simultan, keduanya juga berpengaruh signifikan (Fhitung = 59,250; Sig. = 0,000) dengan nilai determinasi (R²) sebesar 0,632. Hasil penelitian ini yaitu (1) terdapat pengaruh signifikan antara sarana prasarana kelas terhadap kepuasan belajar siswa, (2) kualitas pembelajaran terhadap kepuasan belajar siswa, (3) sarana prasarana kelas dan kualitas pembelajaran secara bersama-sama terhadap kepuasan belajar siswa. Kesimpulannya, sarana prasarana yang memadai serta pembelajaran berkualitas dapat meningkatkan kepuasan belajar siswa. Kata kunci: kegiatan belajar mengajar; kuantitatif; manajemen pendidikan; sekolah vokasi; SERVQUAL Abstract: This study examined the effects of (1) classroom facilities and infrastructure on student learning satisfaction, (2) learning quality on student learning satisfaction, and (3) the combined influence of classroom facilities and infrastructure and learning quality on learning satisfaction among Grade X Office Management and Business Services students at SMK Negeri 1 Banyudono. Employing a quantitative approach with a survey method, this study utilized a total population of 72 students. Data were collected through validated and reliability-tested questionnaires and analyzed using multiple linear regression via SPSS. The analysis revealed that classroom facilities and infrastructure significantly influenced student learning satisfaction (t = 5.079, p < .001), as did learning quality (t = 4.669, p < .001). Simultaneously, both variables demonstrated a significant effect (F = 59.250, p < .001) with a coefficient of determination (R²) of .632. These findings indicate that (1) classroom facilities and infrastructure significantly influence student learning satisfaction, (2) learning quality significantly influences student learning satisfaction, and (3) both variables jointly and significantly affect student learning satisfaction. The results support the relevance of SERVQUAL theory in educational contexts, particularly regarding tangibles, responsiveness, and reliability dimensions. In conclusion, adequate facilities and infrastructure combined with quality learning can enhance student learning satisfaction. Keywords: educational management; learning satisfaction; SERVQUAL; quantitative; vocational school]]>
