<![CDATA[Mastery of digital technology, independent learning management, and emotional stability are essential aspects of determining the competence achievement of accounting students in the digital transformation era. This study aims to analyze the effects of Digital Literacy, Self-Regulated Learning, and Emotional Intelligence on the Learning Outcomes of students in the Accounting and Institutional Finance Expertise Program at SMKN 2 Boyolangu. This study employed a quantitative approach with an associative design. The population consisted of 139 students, all of whom were selected as the research sample using a total sampling technique (sampling census). Data were collected through questionnaires and report card documentation. Data were analyzed using multiple linear regression with IBM SPSS Statistics 25. Hypothesis testing was conducted using the t-test (partial), F-test (simultaneous), and coefficient of determination (R²). The results showed that partially, Digital Literacy had a significant effect on Learning Outcomes (t count = 13.555 > t table = 1.978; p = 0.000). Self-Regulated Learning significantly affected Learning Outcomes (t count = 4.388 > t table = 1.978; p = 0.000). Emotional Intelligence also had a significant effect on Learning Outcomes (t count = 4.346 > t table = 1.978; p = 0.000). Simultaneously, Digital Literacy, Self-Regulated Learning, and Emotional Intelligence had a significant effect on Learning Outcomes (F count = 208.151 > F table = 2.67; p = 0.000). The coefficient of determination (R²) of 0.822 indicated that these three variables jointly contributed 82.2% to Learning Outcomes, while the remaining 17.8% was influenced by factors outside the model. In conclusion, strengthening Digital Literacy, Self-Regulated Learning, and Emotional Intelligence simultaneously proves effective in enhancing student learning outcomes in vocational accounting education. ABSTRAKPenguasaan teknologi digital, kemandirian mengelola proses belajar, dan kestabilan emosional merupakan aspek esensial dalam menentukan capaian kompetensi siswa akuntansi di era transformasi digital. Penelitian ini bertujuan untuk menganalisis pengaruh Literasi Digital, Self-Regulated Learning, dan Kecerdasan Emosional terhadap Hasil Belajar siswa Program Keahlian Akuntansi dan Keuangan Lembaga di SMKN 2 Boyolangu. Penelitian menggunakan pendekatan kuantitatif jenis asosiatif. Populasi penelitian berjumlah 139 siswa yang seluruhnya dijadikan sampel penelitian menggunakan teknik sampling jenuh (total sampling). Pengumpulan data dilakukan melalui penyebaran angket dan dokumentasi nilai rapor. Analisis data menggunakan regresi linier berganda dengan bantuan IBM SPSS Statistics 25. Pengujian hipotesis dilakukan melalui uji t (parsial), uji F (simultan), dan koefisien determinasi (R²). Hasil penelitian menunjukkan bahwa secara parsial Literasi Digital berpengaruh signifikan terhadap Hasil Belajar (t hitung = 13,555 > t tabel = 1,978; p = 0,000). Self-Regulated Learning berpengaruh signifikan terhadap Hasil Belajar (t hitung = 4,388 > t tabel = 1,978; p = 0,000). Kecerdasan Emosional berpengaruh signifikan terhadap Hasil Belajar (t hitung = 4,346 > t tabel = 1,978; p = 0,000). Secara simultan, ketiga variabel berpengaruh signifikan terhadap Hasil Belajar (F hitung = 208,151 > F tabel = 2,67; p = 0,000). Nilai koefisien determinasi (R²) sebesar 0,822 menunjukkan bahwa ketiga variabel secara bersama-sama memberikan kontribusi sebesar 82,2% terhadap Hasil Belajar, sedangkan 17,8% sisanya dipengaruhi oleh faktor lain di luar model. Kesimpulannya, penguatan Literasi Digital, Self-Regulated Learning, dan Kecerdasan Emosional secara terpadu terbukti efektif meningkatkan Hasil Belajar siswa pendidikan vokasi akuntansi. ]]>
