<![CDATA[This study aims to analyze the effect of digital literacy on elementary school students' technological skills, with teacher assistance serving as a moderating variable. The study employed a quantitative approach using a survey design. The research subjects consisted of 326 fourth-, fifth-, and sixth-grade students from Cluster I elementary schools in Dringu District, Probolinggo Regency. Data were collected through questionnaires that had been tested for validity and reliability and were subsequently analyzed using Multivariate Analysis of Variance (MANOVA). The results indicated that digital literacy and teacher assistance had a significant effect on students' technological skills (p < 0.05). Teacher assistance was found to strengthen the influence of digital literacy on students' technological skills, with Partial Eta Squared values ranging from moderate to large effect sizes. The research model demonstrated a strong contribution in explaining the variance in students' technological skills. This study highlights that improving students' technological skills requires the enhancement of digital literacy as well as effective teacher assistance in technology-based learning environments. This study contributes to the literature on digital literacy in elementary education by providing empirical evidence that teacher support functions as a moderating variable that strengthens the relationship between digital literacy and students' technological skills. The findings extend current understanding of technology-based learning by emphasizing the synergistic role of students' digital competencies and teachers' instructional support in fostering technological skills among elementary school students.]]>
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