<![CDATA[This study aimed to analyze changes in students’ writing skills through the implementation of digital literacy-based writing instruction among seventh-grade students at SMPN 27 Makassar. The study employed a quantitative approach with a pre-experimental one-group pretest-posttest design. The participants were 30 students from class VII.9 of SMPN 27 Makassar. Data were collected through writing skill tests administered before and after the implementation of the digital literacy-based instruction, which integrated digital information searching and evaluation, idea development, drafting, revision, editing, and writing publication. The data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, a paired sample t-test, and N-Gain analysis. The results showed that the mean writing skill score increased from 64.83 in the pretest to 82.27 in the posttest, with a mean increase of 17.44 points. The paired sample t-test indicated a statistically significant difference between the pretest and posttest scores (p < 0.001), while the N-Gain score of 0.51 was categorized as moderate. These findings indicate a positive change in students’ writing skills following the implementation of digital literacy-based writing instruction. However, because the study did not include a control group, the findings cannot establish a fully causal relationship between the intervention and the observed improvement. Digital literacy-based writing instruction has the potential to support students’ writing skills by systematically integrating information searching, idea development, writing, revision, and editing activities.]]>
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