<![CDATA[ABSTRACT Collaboration is a key competency fostered through deep learning-based instruction, particularly in vocational education where students are prepared for future employment. Its development is closely associated with cognitive capacity, represented by literacy, and affective readiness, reflected in learning motivation. This study examined the levels of literacy, learning motivation, and collaboration among students while investigating the individual and combined effects of literacy and learning motivation on collaboration in deep learning practices at SMK Negeri 6 Semarang. A quantitative approach with an associative design was employed. The sample consisted of 103 eleventh-grade Culinary students in the 2025/2026 academic year, selected from a population of 139 students using the Slovin formula and simple random sampling. Data were collected through a validated and reliable Likert-scale questionnaire and analyzed using descriptive statistics, classical assumption tests, multiple linear regression, t-tests, F-tests, and the coefficient of determination. The findings revealed that students demonstrated high levels of literacy, learning motivation, and collaboration. Partially, literacy had no significant effect on collaboration (p = 0.247), whereas learning motivation showed a positive and significant effect (p < 0.001). Simultaneously, literacy and learning motivation significantly influenced collaboration (F = 193.375; p < 0.001), explaining 79.5% of its variance (R² = 0.795). Learning motivation emerged as the strongest predictor, while the contribution of literacy became more meaningful when interacting with learning motivation. ABSTRAK Kolaborasi menjadi kompetensi yang dibutuhkan dalam pembelajaran berpendekatan deep learning, khususnya pada pendidikan kejuruan yang menyiapkan peserta didik memasuki dunia kerja. Perkembangannya tidak terlepas dari dukungan aspek kognitif melalui literasi dan aspek afektif melalui motivasi belajar. Penelitian ini mengkaji tingkat literasi, motivasi belajar, dan kolaborasi peserta didik sekaligus menguji pengaruh literasi dan motivasi belajar terhadap kolaborasi pada pembelajaran deep learning di SMK Negeri 6 Semarang. Penelitian menggunakan pendekatan kuantitatif dengan desain asosiatif. Sampel berjumlah 103 peserta didik kelas XI Program Keahlian Kuliner Tahun Ajaran 2025/2026 yang dipilih dari populasi 139 peserta didik menggunakan rumus Slovin dan teknik simple random sampling. Data dikumpulkan melalui angket skala Likert yang telah memenuhi uji validitas dan reliabilitas, kemudian dianalisis menggunakan statistik deskriptif, uji asumsi klasik, regresi linear berganda, uji t, uji F, dan koefisien determinasi. Hasil penelitian menunjukkan bahwa literasi, motivasi belajar, dan kolaborasi berada pada kategori tinggi. Secara parsial, literasi tidak berpengaruh signifikan terhadap kolaborasi (p = 0,247), sedangkan motivasi belajar berpengaruh positif dan signifikan (p < 0,001). Secara simultan, keduanya berpengaruh signifikan terhadap kolaborasi (F = 193,375; p < 0,001) dengan nilai R² sebesar 0,795. Motivasi belajar menjadi prediktor utama, sedangkan kontribusi literasi menguat ketika berinteraksi dengan motivasi belajar.]]>
