This study aims to improve students' digital literacy skills by integrating online learning resources with collaborative discussion strategies. Conducted through a Classroom Action Research (CAR) design in two cycles involving 32 eighth-grade students at MTsN 2 Jember, the research focused on four key indicators of digital literacy: accessing digital information, evaluating information, using information ethically, and creating digital content. The findings show significant improvement across all indicators from Cycle I to Cycle II. Student ability to access digital information increased from 66% to 100%, evaluate information from 29% to 87%, use information ethically from 31% to 85%, and create digital content from 43% to 87%. These improvements were supported by structured group discussions, controlled digital device usage, and guided digital media access such as Google Classroom and YouTube. The results confirm that combining online learning tools with collaborative discussion fosters critical thinking, ethical awareness, and responsible digital engagement. This model offers an effective and adaptable approach to enhancing students' digital literacy in the digital era. Keywords: collaborative discussion, digital literacy, online learning resources
Rozana et al. (Thu,) studied this question.