<![CDATA[This study aims to describe the digital literacy and use of ChatGPT among Grade XII students of SMAN 81 East Jakarta in Indonesian Language and Literature learning. A quantitative approach with a survey method was employed, involving 63 students selected through purposive sampling. Data were analyzed descriptively using frequency distribution and percentages. The findings reveal that all respondents were aware of ChatGPT, with primary uses including learning assistance (30), completing assignments (15), searching for information (10), and exploring new things (8). Usage was frequently reported (40 respondents), with 53 respondents acknowledging that ChatGPT supports their learning. Digital literacy levels varied: 18 respondents demonstrated good understanding, 20 moderate understanding, and 25 limited understanding. Daily gadget use was high (55 respondents), with social media and online platforms as the main information sources. Internet skills were predominantly categorized as not particularly proficient (35 respondents). The study concludes that ChatGPT has become part of students' learning activities, yet its use has not been adequately matched by sufficient digital literacy. Strengthening digital literacy is therefore necessary through learning that promotes critical thinking, information evaluation, and academic integrity in the use of artificial intelligence, enabling students to utilize ChatGPT effectively and responsibly.]]>
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