<![CDATA[Pembelajaran menulis di era digital menuntut pergeseran pemahaman dari praktik menulis berbasis teks verbal menuju desain makna multimodal yang mengintegrasikan berbagai mode semiotik. Penelitian ini bertujuan untuk mendeskripsikan keterampilan menulis teks digital terpadu siswa serta menganalisis keterkaitannya dengan faktor afektif berupa keyakinan diri dan kecemasan menulis. Penelitian ini menggunakan desain kuantitatif deskriptif korelasional dengan melibatkan siswa sekolah menengah sebagai partisipan. Data dikumpulkan melalui tugas menulis teks digital terpadu yang dinilai menggunakan rubrik multimodal serta angket afektif, kemudian dianalisis secara deskriptif dan korelasional. Hasil penelitian menunjukkan bahwa keterampilan menulis teks digital terpadu siswa berada pada kategori sedang, dengan ketimpangan capaian antardimensi. Capaian tertinggi terdapat pada dimensi kualitas teks verbal, sementara capaian terendah terdapat pada dimensi integrasi lintas mode. Temuan ini mengindikasikan bahwa menulis digital masih dipahami terutama sebagai perubahan medium penyajian, bukan sebagai aktivitas desain makna yang menuntut pengambilan keputusan semiotik lintas mode. Analisis korelasional menunjukkan adanya hubungan positif antara keterampilan menulis digital dan keyakinan diri, serta hubungan negatif dengan kecemasan menulis. Implikasi penelitian menegaskan pentingnya pembelajaran dan penilaian yang secara eksplisit mengajarkan integrasi makna lintas mode serta memberikan dukungan afektif agar siswa mampu mengelola kompleksitas menulis digital sebagai praktik desain makna yang terpadu. High School Students' Digital Text Writing Skills and Their Relationship to the Author's Affective Factors Learning to write in the digital era demands a shift in understanding from verbal text-based writing practices to multimodal meaning design that integrates various semiotic modes. This study aims to describe students' integrated digital text writing skills and analyze their relationship to affective factors such as writing self-efficacy and writing anxiety. This study used a quantitative, descriptive-correlational design involving high school students as participants. Data were collected through integrated digital text writing assignments assessed using a multimodal rubric and an affective questionnaire, then analyzed descriptively and correlationally. The results showed that students' integrated digital text writing skills were in the moderate category, with disparities in achievement across dimensions. The highest achievement was found in the verbal text quality dimension, while the lowest achievement was in the cross-mode integration dimension. These findings indicate that digital writing is still understood primarily as a change in presentation medium, rather than as a meaning design activity that requires cross-mode semiotic decision-making. The correlational analysis showed a positive relationship between digital writing skills and self-efficacy, and a negative relationship with writing anxiety. The implications of this study emphasize the importance of learning and assessment that explicitly teach cross-mode meaning integration and provide affective support so that students can manage the complexity of digital writing as an integrated meaning design practice.]]>
