<![CDATA[Digital transformation has encouraged vocational education institutions to integrate technology into learning, yet its use among students remains varied, potentially affecting their learning experience and satisfaction, as observed among tenth-grade students of the Office Management and Business Services (MPLB) program at SMKN 1 Boyolangu, Tulungagung. This study aims to investigate the effect of learning technology on student satisfaction, with learning experience as a mediating variable. A quantitative approach was applied in this study, involving a sample of 105 students. Data were gathered through a questionnaire, while Partial Least Squares Structural Equation Modeling (PLS-SEM) was utilized to analyze the resulting data with the assistance of SmartPLS 4. The findings revealed that learning technology exerted a positive and significant influence on student satisfaction, both directly and indirectly through learning experience as a mediator. Learning technology also strongly affects learning experience, which in turn shapes student satisfaction. Learning experience acts as a partial mediator, with the direct effect of learning technology remaining more dominant. These findings confirm the relevance of integrating the Technology Acceptance Model, Social Cognitive Theory, and Expectation-Confirmation Theory in explaining student satisfaction, while underscoring the importance of schools designing technology-based learning strategies that enrich students' learning experience.]]>
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