<![CDATA[The rapid flow of political information on social media has made it increasingly difficult to control the spread of misinformation. This situation heightens students’ vulnerability to political misinformation due to limited critical thinking skills in evaluating the authenticity and accuracy of information sources. The uneven levels of media literacy, information literacy, and news literacy further weaken students’ capacity to assess and verify political content. This study aims to analyze the relationship and influence of media literacy, information literacy, and news literacy on high school students’ ability to recognize political misinformation. A quantitative approach using a survey method was applied to 100 high school students who actively access political content on social media platforms. A validated questionnaire was used to measure literacy levels and misinformation recognition ability. Data were analyzed using logistic regression to estimate the contribution of each literacy variable to the accuracy of misinformation identification. The findings reveal that all three types of literacy have a positive and significant effect on students’ ability to recognize political misinformation. The combined model substantially improved classification accuracy, confirming the essential role of integrated digital literacy in strengthening students’ cognitive resilience against misleading information. The implications highlight the need to integrate contextual digital literacy learning into the curriculum through authentic political case studies, fact-checking exercises, and school policies that promote an informed and responsible digital culture.]]>
