<![CDATA[ Learning quality is an important factor influencing student satisfaction in vocational higher education. However, previous studies have primarily focused on the direct effect of learning quality on student satisfaction without considering the role of learning perception as a mechanism underlying this relationship. This study aims to analyze the effect of learning quality on student satisfaction with learning perception as an intervening variable. A quantitative approach with a survey method was employed involving 100 active students of the Diploma III Business Administration Program at Politeknik Negeri Jakarta, selected through purposive sampling. Data were collected using a Likert-scale questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4. The results indicate that learning material quality, learning methods, and lecturer performance have positive and significant effects on both learning perception and student satisfaction. Lecturer performance was identified as the most dominant factor in shaping learning perception and enhancing student satisfaction. Furthermore, learning perception has a positive and significant effect on student satisfaction and serves as a mediator in the relationship between learning material quality, learning methods, lecturer performance, and student satisfaction. These findings suggest that improving student satisfaction depends not only on the quality of learning itself but also on how students perceive and interpret their learning experiences throughout the educational process.]]>
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