<![CDATA[This study investigates the effects of perceptions on learning models and students’ attitudes towards reading skills at private vocational high schools in Depok City, Indonesia. Recognizing the pivotal role of reading proficiency in academic and career success, the research aims to understand how cognitive and affective factors contribute to reading skill development. Employing a quantitative survey approach, data were collected from 90 eleventh-grade students using validated questionnaires and standardized reading tests. Statistical analyses, including multiple regression, revealed significant simultaneous effects of perceptions and attitudes on reading skills, accounting for 17.3% of the variance. Students' attitudes exhibited a stronger influence (35.5% contribution) compared to perceptions of learning models (20.1%). These findings underscore the necessity for vocational education programs to foster positive attitudes and implement engaging, context-relevant learning models to enhance reading competencies. Future research might explore additional variables influencing reading achievement and intervention effectiveness in diverse educational settings.]]>
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