<![CDATA[Digital literacy and learning motivation have become essential factors in improving students' academic achievement, particularly in vocational education, where technology integration and independent learning are increasingly emphasized. Although digital technologies are widely accessible, differences in students' abilities to evaluate digital information critically and maintain learning motivation continue to influence learning outcomes. This research employed a quantitative ex post facto design involving 67 tenth-grade students of the Online Business and Marketing Program at SMK Negeri 1 Medan using a saturated sampling technique. Data were collected through validated questionnaires measuring digital literacy and learning motivation, supported by documentation of students' vocational basic subject scores. The collected data were analyzed using descriptive statistics, classical assumption tests, multiple linear regression, t-tests, F-tests, and coefficient of determination (R²). The findings demonstrate that digital literacy and learning motivation positively and significantly affect students' learning outcomes both individually and simultaneously. The regression analysis indicates that students with stronger operational, critical thinking, collaboration, and digital awareness skills, accompanied by higher learning motivation, tend to achieve better academic performance. The coefficient of determination (R² = 0.763) reveals that both variables explain 76.3% of the variation in learning outcomes, while the remaining percentage is influenced by other factors beyond the scope of this research. These findings reinforce the importance of strengthening digital literacy competencies and sustaining students' learning motivation to improve vocational learning quality and educational achievement in the digital era.]]>
