Pemetaan Kemampuan Literasi Membaca Siswa Kelas IV Sekolah Dasar Berdasarkan Tiga Proses Kognitif

Abstract

Reading literacy is an essential skill for elementary school students, involving the processes of locating information, comprehending and interpreting information, and reflecting on and evaluating textual content. This study aimed to map the reading literacy skills of fourth-grade students at SDN 125 Rejang Lebong across these three cognitive processes. A quantitative descriptive approach was employed. The participants were 12 students selected through total population sampling. Data were collected using a written test consisting of 15 multiple-choice questions based on an informational text entitled “Donuts, a Delicious Food.” The data were analyzed using descriptive statistics, including minimum and maximum scores, mean, standard deviation, frequency, and percentage. The results showed an overall mean reading literacy score of 93.33, with a minimum score of 86.67 and a maximum score of 100.00. By indicator, the mean score for locating information was 95.00, comprehending and interpreting information was 93.33, and reflection and evaluation was 91.67. Based on the classification criteria used in the study, all participants were categorized as having good reading literacy skills. Locating information had the highest mean score, whereas reflection and evaluation had the lowest. These findings provide a descriptive overview of the reading literacy performance of the students examined and may inform instructional planning that places greater attention on comprehension, interpretation, reflection, and evaluation of textual information.