<![CDATA[This study examined the relationship between digital literacy and critical thinking skills among vocational high school students. A quantitative approach with a correlational design was employed. The participants were 168 Grade 10 students from SMK Negeri 1 Pundong, with a mean age of 16 years (SD = 0.48), comprising 145 male students (86.3%) and 23 female students (13.7%). Data were collected using digital literacy and critical thinking skills scales with four-point Likert response formats. The data were analyzed using Pearson correlation and simple linear regression. The results showed a strong and significant positive relationship between digital literacy and critical thinking skills, r(166) = .761, p < .001. The regression model yielded an R² of .578, indicating that digital literacy accounted for 57.8% of the variance in critical thinking skills, while the remaining 42.2% was associated with other factors not included in the model. These findings indicate that students with higher levels of digital literacy tend to demonstrate stronger critical thinking skills. Theoretically, the findings reinforce the view that digital literacy extends beyond technical proficiency in using digital technologies and involves higher-order cognitive processes, particularly accessing, analyzing, evaluating, and using information. Practically, the findings highlight the importance of integrating digital literacy and critical thinking development into learning activities in vocational high schools.]]>
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