Digital literacy is a vital competency needed by physics teachers, so it should be trained through lectures using technology, one of which is LMS3. The study aims to describe the LMS3 implementation in school physics lectures to train digital literacy and elucidate an enhancement of prospective physics teachers' digital literacy in school physics lectures using LMS3. One-group pre-test--post-test design was conducted on 38 prospective physics teachers who enrolled in school physics lectures. The instruments consisted of digital literacy tests, lecture implementation forms, and interview guides. Besides, LMS3 is an application designed independently using the ADDIE (analysis, design, development, implementation, and evaluation) development model. The learning process using LMS3 occurred synchronously after the lecturer activated the learning process menu and adopted problem-based learning syntax. In general, the enhancement of digital literacy of prospective physics teachers after attending school physics lectures using LMS3 was the high category (N-gain = 0.72). In conclusion, school physics lectures using LMS3 had a significant impact on enhancing digital literacy. This study suggests developing lectures using various technologies that support the improvement of teacher competence in facing challenges in education.