<![CDATA[Abstrak: Penerimaan teknologi asesmen digital di sekolah menengah kejuruan masih minim kajian empiris dengan temuan yang tidak konsisten lintas konteks. Penelitian ini mengkaji hubungan antara perceived usefulness (PU) dan perceived ease of use (PEOU) dengan behavioral intention (BI) siswa dalam menerima teknologi asesmen digital berdasarkan kerangka Technology Acceptance Model (TAM). Penelitian menggunakan pendekatan kuantitatif dengan desain survei korelasional nonparametrik. Sebanyak 83 siswa program Manajemen Perkantoran dan Layanan Bisnis SMK Wikarya Karanganyar dipilih menggunakan teknik total sampling. Data dikumpulkan melalui kuesioner daring dan dianalisis menggunakan korelasi Spearman's rho setelah uji asumsi menunjukkan pelanggaran linieritas pada salah satu variabel. Hasil penelitian menunjukkan bahwa PU memiliki korelasi positif yang kuat dan signifikan dengan BI (rs = 0,769; p < 0,001), demikian pula PEOU (rs = 0,656; p < 0,001). Koefisien PU yang lebih tinggi mengindikasikan bahwa persepsi kebermanfaatan fungsional merupakan prediktor niat penerimaan yang lebih kuat dibandingkan kemudahan penggunaan. Temuan ini menegaskan keberlakuan TAM dalam konteks pendidikan kejuruan dan mengimplikasikan bahwa implementasi asesmen digital yang efektif perlu mengutamakan pengembangan sistem yang fungsional sekaligus mudah digunakan oleh siswa. Kata kunci: asesmen digital; korelasi nonparametrik; pendidikan kejuruan; technology acceptance model Abstract: Digital assessment adoption in vocational secondary education remains empirically underexplored, with inconsistent findings across contexts. This study examines the relationships between perceived usefulness (PU) and perceived ease of use (PEOU) with students' behavioral intention (BI) to accept digital assessment technology, using the Technology Acceptance Model (TAM) as a theoretical framework. A quantitative nonparametric correlational design was employed with 83 students of the Office Management and Business Services program at SMK Wikarya Karanganyar, selected through total population sampling. Data were collected via an online questionnaire and analyzed using Spearman's rho correlation following assumption testing, which revealed a linearity violation for one variable. Results indicate that PU has a strong positive and statistically significant correlation with BI (rs = .769, p < .001), as does PEOU (rs = .656, p < .001). The higher coefficient for PU suggests that perceived functional utility is a stronger predictor of acceptance intention than ease of use in this context. These findings affirm the applicability of TAM in vocational education and imply that effective digital assessment implementation should prioritize systems that are both functionally beneficial and user-friendly for students. Keywords: digital assessment; nonparametric correlation; technology acceptance model; vocational education]]>
