<![CDATA[The rapid development of Generative Artificial Intelligence (AI) has transformed learning and working paradigms, shifting the primary challenge from merely seeking information to the ability to formulate precise instructions (prompting). Despite high technology access in Senior High Schools (SMA), its utilization remains largely superficial. This research aims to enhance students' AI literacy skills—encompassing conceptual understanding, ethical awareness, and information verification—through structured prompt engineering training. The study employed a quantitative approach with a pre-experimental one-group pretest–posttest design involving 31 students at SMA 1 Sedayu, Bantul, Yogyakarta. The intervention was delivered through training based on the Role–Task–Context (RTC) framework and hands-on practice using mobile devices. Data analysis included normality tests (Shapiro-Wilk and Kolmogorov-Smirnov), Spearman correlation, and paired samples t-tests. The results indicated a significant increase in mean scores, rising from 57.10 in the pre-test to 89.68 in the post-test. Statistically, |t-Stat| (18.16) > t-Critical (2.04) with a significance value of (p < 0.05), leading to the acceptance of the alternative hypothesis (H_1). A strong Pearson correlation (0.759) demonstrated students' consistency in adopting new techniques. The training successfully transitioned students from passive technology consumers to proactive information managers. In conclusion, integrating prompt engineering as a life skill can transform students' digital behavior from mere entertainment into sophisticated productivity tools, while simultaneously strengthening digital literacy in the digital creative economy era.]]>
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