<![CDATA[Arabic language learning in vocational schools requires attention to students’ perceptions because learners differ in their understanding, interest, concentration, and comfort in the classroom. This study aimed to examine the relationship between students’ perceptions and Arabic language learning at SMK Muhammadiyah 01 Purbalingga. A quantitative descriptive approach was employed during the 2025–2026 academic year. The population comprised 485 students, of whom 100 respondents were selected using simple random sampling. Data were collected using Likert-scale questionnaires containing 10 items for each variable. Data analysis included descriptive statistics, validity and reliability tests, simple linear regression, a t-test, and the coefficient of determination. All questionnaire items met the reported validity criteria. Cronbach’s alpha coefficients were 0.921 for students’ perceptions and 0.939 for Arabic language learning. Students’ perceptions were positively and significantly associated with Arabic language learning, with t = 26.702 and a reported p = 0.001. The regression model explained 87.9% of the variance in Arabic language learning scores. These findings suggest that favorable student perceptions were associated with better reported learning experiences and abilities, although questionnaire-based data cannot establish causality or independently measure Arabic language proficiency. The study concludes that teachers should consider students’ perceptions when developing interactive, communicative, and contextual Arabic language instruction that is responsive to vocational students’ needs and varying levels of prior knowledge.]]>
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