<![CDATA[This research aims to analyze the effect of Digital Project-Based Learning (PjBL) on the anecdote text writing skills of high school students at SMA Perintis, by examining the direct and indirect mediating roles of digital literacy and critical thinking skills. This study employs a quantitative approach with an explanatory method through Structural Equation Modeling (SEM) based on Partial Least Squares (PLS). The research sample consisted of 120 tenth-grade students of SMA Perintis Bandar Lampung, selected using a cluster random sampling technique. Data were collected through a Likert-scale questionnaire (for Digital PjBL, digital literacy, and critical thinking variables) and a performance test in writing anecdote texts evaluated using an analytical rubric. The data analysis results demonstrate that: (1) Digital PjBL has a direct, positive, and significant effect on anecdote text writing skills, (2) Digital PjBL significantly accelerates students' digital literacy and critical thinking skills, and (3) structural path analysis proves that digital literacy and critical thinking partially mediate the effect of Digital PjBL on anecdote text writing skills. Between the two mediators, critical thinking skills were found to have the most dominant total effect on writing quality. The novelty of this study proves that digital project-based task interventions require simultaneous support from cognitive capacity (critical thinking) and technical competence (digital literacy) to produce anecdote manuscripts that are structurally complete and contextually sharp in social critique.]]>
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