<![CDATA[This study aims to analyze how learning media, the learning environment, and learning interest influence vocational high school students' learning outcomes and to identify the variable with the strongest influence. The study used a quantitative approach and Partial Least Squares–Structural Equation Modeling (PLS-SEM) with SmartPLS software. The study sample consisted of 50 students selected via purposive sampling. The researchers developed the research instruments based on valid and reliable indicators and tested them through outer- and inner-model evaluations. The results indicate that the model has good validity and reliability, with Composite Reliability values exceeding 0.70 and AVE values meeting convergent validity criteria. An R² value of 0.682 for learning outcomes demonstrates the model's explanatory power regarding the endogenous variable. Path analysis shows that learning interest has the strongest influence on learning outcomes (β = 0.815), while learning media positively influences both the learning environment (β = 0.379) and learning outcomes (β = 0.161). The learning environment did not directly influence learning outcomes (β = -0.141). These findings suggest that enhancing students' learning interest is crucial to optimizing learning outcomes, supported by the use of learning media and effective management of the learning environment.]]>
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