<![CDATA[Abstrak: Penelitian ini bertujuan untuk (1) mengetahui ada tidaknya pengaruh self regulated learning terhadap motivasi berprestasi siswa, (2) mengetahui ada tidaknya pengaruh literasi digital terhadap motivasi berprestasi siswa, dan (3) mengetahui ada tidaknya pengaruh self regulated learning dan literasi digital secara bersama-sama terhadap motivasi berprestasi siswa. Populasi pada penelitian ini berjumlah 216 siswa keahlian Manajemen Perkantoran dan Layanan Bisnis SMKN 1 Karanganyar tahun ajaran 2022/2023. Penelitian ini menggunakan teknik pengambilan sampel proportionate stratified random sampling dengan sampel sebanyak 138 siswa. Pengumpulan data menggunakan kuesioner. Teknik analisis data menggunakan analisis regresi linear berganda. Penelitian ini dapat disimpulkan: (1) terdapat pengaruh positif dan signifikan self regulated learning terhadap motivasi berprestasi siswa berdasarkan besarnya t hitung > t tabel (7,29 > 1,98) dan tingkat signifikansi sebesar 0,00, (2) tidak terdapat pengaruh positif dan signifikan literasi digital terhadap motivasi berprestasi siswa berdasarkan besarnya t hitung < t tabel (0,34 < 1,98) dan tingkat signifikansi sebesar 0,73, dan (3) terdapat pengaruh positif dan signifikan self regulated learning dan literasi digital secara bersama-sama terhadap motivasi berprestasi siswa berdasarkan besarnya F hitung > F tabel (54,10 > 3,06) dan tingkat signifikansi sebesar 0,00.Kata kunci: kuantitatif; kecepatan digital; keinginan berprestasi; pembelajaran mandiriAbstract: This study aims to (1) determine the influence of self-regulated learning on students' achievement motivation, (2) determine the influence of digital literacy on students' achievement motivation, and (3) determine the combined influence of self-regulated learning and digital literacy on students' achievement motivation. The population of this study consisted of 216 students majoring in Office Management and Business Services at SMKN 1 Karanganyar in the academic year 2022/2023. This research used the proportionate stratified random sampling technique with a sample of 138. Data collection was conducted using a questionnaire. This research can be concluded as follows: (1) there is a positive and significant influence of self-regulated learning on students' achievement motivation, based on the calculated t-value > the tabled t-value (7.29 > 1.98) and a significance level of 0.00, (2) there is no positive and significant influence of digital literacy on students' achievement motivation, based on the calculated t-value < the tabled t-value (0.34 < 1.98) and a significance level of 0.73, and (3) there is a positive and significant combined influence of self-regulated learning and digital literacy on students' achievement motivation, based on the calculated F-value > the tabled F-value (54.10 > 3.06) and a significance level of 0.00.Keywords : digital literacy; desire for achievement, independent learning; quantitative]]>
