<![CDATA[This study aimed to analyze the effect of digital literacy on pedagogical readiness and to examine the moderating roles of learning motivation and learning environment. The study employed a quantitative approach using Partial Least Squares Structural Equation Modeling (PLS-SEM). Data were collected through a questionnaire instrument designed to measure four main constructs, namely digital literacy, learning motivation, learning environment, and pedagogical readiness. The analysis was conducted to examine both direct effects and interaction effects among variables within the structural model. The findings revealed that digital literacy, learning motivation, and learning environment had positive and significant effects on pedagogical readiness. Among these variables, learning motivation demonstrated the strongest influence. The effect size (f-square) analysis indicated that learning motivation had a moderate effect on pedagogical readiness (f² = 0.296), followed by learning environment with a moderate effect (f² = 0.220), while digital literacy showed a small to moderate effect (f² = 0.135). Furthermore, learning motivation significantly strengthened the relationship between digital literacy and pedagogical readiness. In contrast, the learning environment exhibited a negative moderating effect on this relationship. The coefficient of determination (R-square) value of 0.784 indicated that the model possessed strong explanatory power in predicting pedagogical readiness. The study concludes that pedagogical readiness is influenced by a combination of cognitive, affective, and environmental factors. Digital literacy serves as a fundamental component, while learning motivation and learning environment determine the strength of its influence on pedagogical readiness. This study contributes to the development of a more comprehensive technology-based pedagogical readiness model. Penelitian ini bertujuan untuk menganalisis pengaruh literasi digital terhadap kesiapan pedagogik, serta menguji peran motivasi belajar dan lingkungan belajar sebagai variabel moderator. Penelitian menggunakan pendekatan kuantitatif dengan metode Structural Equation Modeling berbasis Partial Least Squares (SEM-PLS). Data dikumpulkan melalui instrumen kuesioner yang mengukur empat konstruk utama, yaitu literasi digital, motivasi belajar, lingkungan belajar, dan kesiapan pedagogik. Analisis dilakukan untuk menguji pengaruh langsung dan interaksi antar variabel dalam model struktural. Hasil penelitian menunjukkan bahwa literasi digital, motivasi belajar, dan lingkungan belajar berpengaruh positif dan signifikan terhadap kesiapan pedagogik. Motivasi belajar memiliki pengaruh paling kuat dibandingkan variabel lainnya. Hasil analisis effect size (f-square) menunjukkan bahwa motivasi belajar memiliki pengaruh sedang terhadap kesiapan pedagogik (f² = 0.296), diikuti lingkungan belajar dengan pengaruh sedang (f² = 0.220), serta literasi digital dengan pengaruh kecil hingga sedang (f² = 0.135). Selain itu, motivasi belajar terbukti memperkuat pengaruh literasi digital terhadap kesiapan pedagogik. Sebaliknya, lingkungan belajar menunjukkan efek moderasi negatif terhadap hubungan tersebut. Nilai koefisien determinasi (R-square) sebesar 0.784 menunjukkan bahwa model memiliki daya jelaskan yang tinggi terhadap kesiapan pedagogik. Kesimpulan penelitian ini menegaskan bahwa kesiapan pedagogik dipengaruhi oleh kombinasi faktor kognitif, afektif, dan lingkungan. Literasi digital berperan sebagai fondasi utama, sementara motivasi belajar dan lingkungan belajar menentukan kekuatan hubungan tersebut. Penelitian ini memberikan kontribusi dalam pengembangan model kesiapan pedagogik berbasis teknologi yang lebih komprehensif.]]>
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