The present study aims to explore the factors influencing learning satisfaction in blended learning implementation. The two variables are attitude and motivation. In addition, this study aims to explain the difference between students’ attitudes, motivation, and learning satisfaction based on gender and the scientific field. A number of 488 students filled out the questionnaires. The interesting aspect of the finding in this study is that attitude is more effective in learning satisfaction if there is motivation to intervene in the blended learning implementation. The effect of motivation as intervening in the model provides a higher significant influence on satisfaction in learning than attitude directly. Other findings, in this study, present that learning satisfaction on the learning implementation can be achieved by students without any difference in gender and scientific field. Science students have higher attitudes and motivation in learning than non-science students. Male students’ attitudes and motivation are higher than female students. The present study contributes to providing empirical evidence and explaining the factors influencing learning satisfaction. The variables are attitude and motivation, which influence students learning satisfaction. The present study, in practice, provides information for teachers and educational institutions to be able to upgrade student attitudes and motivation in blended learning in order to reach student learning satisfaction. Blended learning can be implemented sustainably by considering aspects of student characteristics. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2024.
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