<![CDATA[This study aims to describe the development of a digital literacy module based on public issues to support the teaching of critical exposition writing to senior high school students. The module was developed in response to the need to guide students in evaluating digital information, distinguishing facts from opinions, and constructing evidence-based written arguments. This study employed a Research and Development (R&D) approach using a modified ADDIE model, consisting of analysis, design, development, implementation, and evaluation. The data included assessments by an Indonesian language teacher, media validation, and student responses. The trial involved 44 students, whose  responses were collected through a questionnaire comprising 35 statements. The Indonesian language teacher's assessment yielded a score of 219 out of 250 (87.6%), categorized as highly feasible. Media validation yielded a score of 199 out of 250 (79.6%), categorized as feasible, while student responses reached 6,168 out of 7,700 (80.10%), also categorized as feasible. The highest student response concerned the importance of using facts to support opinions, reaching 90%. These findings indicate that the module received positive evaluations from the teacher, media validator, and students, although readability, presentation, and media design still require improvement. The module integrates digital information evaluation, public issue analysis, and critical exposition writing into a sequence of learning activities. Since the study did not report pretest–posttest results or student writing scores, the findings do not establish the module's effectiveness in improving writing skills. Further research should examine its instructional impact by measuring students' writing performance before and after using the module. Public issues serve as an authentic context for evaluating information sources and formulating opinions responsibly.]]>
