<![CDATA[This explanatory quantitative study aims to examine the impact of self-directed learning and digital literacy on learning outcomes, with self-efficacy as a mediating variable, among 102 students at SMK Negeri 1 Surabaya selected via probability sampling. Data were analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS) with SmartPLS 4. The structural analysis revealed that self-directed learning had no significant effect on learning outcomes but significantly affected self-efficacy. Conversely, digital literacy significantly affected both learning outcomes and self-efficacy. Meanwhile, self-efficacy demonstrated no significant effect on learning outcomes. In terms of mediation, neither self-directed learning nor digital literacy significantly influenced learning outcomes through self-efficacy. These findings indicate that digital literacy is the most dominant determinant in accelerating student achievement in Archive Management through proficiency in accessing, evaluating, and utilizing digital resources. Meanwhile, the mediating role of self-efficacy remains suboptimal because academic performance is more heavily driven by external factors such as teaching methods, classroom environments, and teacher support. This study implies that fostering digital literacy competencies must be systematically integrated into vocational curricula to improve educational outcomes in the digital era. ABSTRAK Investigasi kuantitatif eksplanatori ini bertujuan menguji dampak kemandirian belajar dan literasi digital terhadap hasil belajar dengan self-efficacy sebagai variabel mediasi pada 102 siswa SMK Negeri 1 Surabaya yang dipilih melalui probability sampling. Data dianalisis menggunakan metode Structural Equation Modeling–Partial Least Squares (SEM-PLS) dengan SmartPLS 4. Hasil pengujian menunjukkan bahwa kemandirian belajar tidak berpengaruh signifikan terhadap hasil belajar, namun berpengaruh signifikan terhadap self-efficacy. Sebaliknya, literasi digital berpengaruh signifikan terhadap hasil belajar maupun self-efficacy. Di sisi lain, self-efficacy tidak berpengaruh signifikan terhadap hasil belajar. Secara mediasi, baik kemandirian belajar maupun literasi digital tidak berpengaruh signifikan terhadap hasil belajar melalui self-efficacy. Temuan ini mengindikasikan bahwa literasi digital menjadi faktor paling dominan dalam memacu capaian belajar siswa pada mata pelajaran Pengelolaan Arsip melalui kecakapan mengakses, mengevaluasi, dan memanfaatkan informasi digital. Sementara itu, peran self-efficacy sebagai mediator belum optimal karena performa akademis siswa masih lebih kuat dipengaruhi oleh determinan eksternal seperti pemakaian metode pengajaran, kondusivitas lingkungan kelas, serta pasokan dukungan guru. Penelitian ini membawa implikasi bahwa penguatan kompetensi literasi digital harus diintegrasikan secara terstruktur dan berkelanjutan dalam kurikulum kejuruan guna mendongkrak mutu luaran pendidikan di era digital.]]>
