<![CDATA[Abstract: This study intends to analyze digital learning tools, digital competence of teachers in influencing teacher performance at SMK Negeri 2 Kupang with achievement motivation as an intervening variable. This study is a quantitative research type. The population and sample in this study are 96 respondents, while the type of data is primary data. Data analysis techniques in this study, namely using descriptive statistics and inferential statistical analysis. The results of inferential statistics make it clear if digital learning tools (X1) have a significant effect on achievement motivation (Z) and teacher performance (Y); teacher's digital competence (X2) significantly influences achievement motivation (Z) and teacher performance (Y); achievement motivation (Z) has a significant effect on teacher performance (Y). The results of the mediation test show that achievement motivation does not mediate the effect of digital learning tools on teacher performance, but achievement motivation mediates the effect of teacher digital competence on teacher performance. The adjusted R2 value for teacher performance is 0.985 and achievement motivation is 0.854 which makes it clear that the variables of digital learning tools, teacher digital competence, and achievement motivation contribute 98.5% to teacher performance. Then, the variables of digital learning tools and teacher digital competence contribute 85.4% to achievement motivation. Abstrak: Kajian ini bermaksud guna menganalisis sarana pembelajaran digital, kompetensi digital guru dalam memengaruhi kinerja guru SMK Negeri 2 Kupang dengan motivasi berprestasi sebagai variabel intervening. Kajian ini berjenis penelitian kuantitatif. Populasi maupun sampel pada kajian ini sejumlah 96 responden, sedangkan jenis datanya ialah data primer. Teknik analisis data pada kajian ini, yaitu mempergunakan statistik deskriptif dan analisis statistik inferensial. Hasil statistik inferensial memperjelas bila sarana pembelajaran digital (X1) memengaruhi bermakna bagi motivasi berprestasi (Z) dan kinerja guru (Y); kompetensi digital guru (X2) memengaruhi bermakna bagi motivasi berprestasi (Z) dan kinerja guru (Y); motivasi berprestasi (Z) memengaruhi bermakna bagi kinerja guru (Y). Untuk hasil uji mediasi memperlihatkan bila motivasi berprestasi tidak memediasi pengaruh sarana pembelajaran digital terhadap kinerja guru namun motivasi berprestasi memediasi pengaruh kompetensi digital guru terhadap kinerja guru. Nilai adjusted R2 untuk kinerja guru adalah 0,985 dan motivasi berprestasi sejumlah 0,854 yang memperjelas variabel sarana pembelajaran digital, kompetensi digital guru, dan motivasi berprestasi berkontribusi sejumlah 98,5% terhadap kinerja guru. Kemudian, variabel sarana pembelajaran digital dan kompetensi digital guru berkontribusi sejumlah 85,4% terhadap motivasi berprestasi.]]>
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