<![CDATA[This study aimed to analyze the implementation of digital literacy in enhancing students' self-directed learning in the topic of Plant Structure and Function among eleventh-grade students at SMA Swasta Purnayudha. This study employed a qualitative descriptive approach. The research informants were selected using purposive sampling and consisted of a Biology teacher and eleventh-grade students. Data were collected through classroom observations, semi-structured interviews, a self-directed learning questionnaire administered to 50 students as supporting data, and documentation. The data were analyzed through the stages of data reduction, data display, conclusion drawing, and verification, while data trustworthiness was ensured through source and technique triangulation. The findings revealed that the implementation of digital literacy supported the development of students' self-directed learning in Biology learning. Students utilized various digital learning resources, including search engines, electronic books, instructional videos, and scientific articles, to deepen their understanding of Plant Structure and Function. The use of these digital resources encouraged students to demonstrate greater learning initiative, better learning management, stronger responsibility in completing academic tasks, and higher self-confidence during the learning process. The questionnaire results, used as supporting data, indicated that students' self-directed learning was categorized as good. However, students still required teachers' guidance in selecting credible digital information sources and critically evaluating the accuracy of online information. It can be concluded that the implementation of digital literacy contributes positively to the development of students' self-directed learning and should be systematically integrated into Biology instruction through appropriate teacher guidance to foster critical thinking, responsibility, and independent learning]]>
