<![CDATA[Objective: This study examines the influence of service quality and learning quality on high school students’ learning satisfaction in the Indonesia–Malaysia border region of Sanggau Regency, West Kalimantan. Learning satisfaction is conceptualized as a reflection of students’ well-being and the fulfillment of their educational needs based on Maslow’s Hierarchy of Needs. Method: A quantitative explanatory survey was conducted involving 277 twelfth-grade students from five senior secondary schools. Data were collected using a structured questionnaire adapted from SERVQUAL, the TIMSS 2019 framework, and the Students’ Learning Satisfaction Questionnaire (SLSQ). Content validity was assessed using Aiken’s V, while hypothesis testing employed the Disjoint Two-Stage Higher-Order PLS-SEM approach using SmartPLS 4. Results: Service quality had a positive and significant effect on learning satisfaction (β = 0.460; t = 4.520; p < 0.001; f² = 0.214), as did learning quality (β = 0.333; t = 3.026; p = 0.001; f² = 0.113). Together, both predictors explained 54.8% of the variance in learning satisfaction (R² = 0.548), with strong predictive relevance (Q² = 0.522). At the higher-order level, Assurance (loading = 0.911), Supportive Climate (loading = 0.929), and Learning Outcomes & Individual Characteristics (loading = 0.908) were the strongest dimensions reflecting service quality, learning quality, and learning satisfaction, respectively. Novelty: The study integrates institutional service quality, learning quality, and student learning satisfaction within a higher-order PLS-SEM framework in border-region education.]]>
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