<![CDATA[Abstrak: Penelitian ini mengkaji pengaruh persepsi siswa terhadap Pembelajaran Berbasis Proyek (PjBL) dan kemandirian belajar terhadap pencapaian hasil belajar di kalangan siswa kelas sebelas Manajemen Perkantoran dan Layanan Bisnis di SMK Negeri 3 Surakarta. Pendekatan survei kuantitatif digunakan dengan 85 responden yang dipilih dari 108 siswa melalui pengambilan sampel acak bert stratified proporsional. Data dikumpulkan menggunakan kuesioner skala Likert lima poin dan dianalisis melalui regresi linier berganda menggunakan IBM SPSS 26.0. Hasil menunjukkan bahwa persepsi PjBL berpengaruh positif dan signifikan terhadap hasil belajar (t = 3,008, p = 0,003), demikian pula kemandirian belajar (t = 4,716, p = 0,000). Secara bersamaan, kedua variabel tersebut berpengaruh signifikan terhadap hasil belajar (F = 11,124, p = 0,000), berkontribusi sebesar 19,4% terhadap varians hasil belajar (Adjusted R² = 0,194). Kemandirian belajar muncul sebagai prediktor yang lebih kuat (β = 0,592) dibandingkan dengan persepsi PjBL (β = 0,378). Temuan ini menegaskan bahwa pembelajaran berbasis proyek yang dikontekstualisasikan dengan praktik pengarsipan otentik, dikombinasikan dengan peningkatan pembelajaran mandiri, secara efektif meningkatkan hasil pendidikan kejuruan. Guru disarankan untuk merancang proyek pengarsipan otentik yang berlangsung selama 4–6 minggu sambil mendorong otonomi siswa melalui refleksi diri dan bimbingan perencanaan. Keywords: kompetensi manajemen dokumen; pendidikan vokasional; self-regulated learning siswa SMK Abstract: This study examined the effects of students' perceptions of Project-Based Learning (PjBL) and learning independence on archiving learning outcomes among eleventh-grade Office Management and Business Services students at SMK Negeri 3 Surakarta. A quantitative survey approach was employed with 85 respondents selected from 108 students through proportionate stratified random sampling. Data were collected using a five-point Likert-scale questionnaire and analyzed through multiple linear regression using IBM SPSS 26.0. Results indicated that PjBL perceptions positively and significantly affected learning outcomes (t = 3.008, p = .003), as did learning independence (t = 4.716, p = .000). Simultaneously, both variables significantly influenced learning outcomes (F = 11.124, p = .000), contributing 19.4% to learning outcome variance (Adjusted R² = .194). Learning independence emerged as the stronger predictor (β = .592) compared to PjBL perceptions (β = .378). These findings confirm that project-based learning contextualized with authentic archiving practices, combined with self-regulated learning enhancement, effectively improves vocational education outcomes. Teachers are recommended to design authentic archiving projects lasting 4–6 weeks while fostering student autonomy through self-reflection and planning guidance. Keywords: document management competence; vocational education; vocational students’ self-regulated learning]]>
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