<![CDATA[Abstrak: Literasi membaca merupakan keterampilan dasar siswa sekolah dasar untuk menemukan informasi, memahami, dan menilai isi bacaan. Penelitian ini menganalisis kemampuan literasi membaca siswa kelas IV SD melalui bacaan kisah pahlawan Kepahiang, Letnan Kolonel Santoso, pada tiga tahap kognitif: menemukan informasi, memahami teks, serta merefleksi dan mengevaluasi. Pendekatan kualitatif deskriptif digunakan pada 15 siswa SD Negeri 01 Kepahiang yang dipilih secara purposive sampling. Data dikumpulkan melalui tes 15 butir soal, wawancara, observasi, dan dokumentasi, lalu dianalisis dengan model Miles dan Huberman. Capaian siswa menurun antartahap. Sebanyak 9 siswa menjawab benar seluruh atau hampir seluruh soal menemukan informasi. Pada tahap memahami teks, 9 siswa sangat mampu atau mampu, sementara sebagian lain hanya mengulang kalimat teks. Tahap merefleksi dan mengevaluasi terendah: 2 siswa sangat mampu dan 3 siswa kurang mampu beropini disertai alasan. Siswa antusias, tetapi minat belum tentu meningkatkan berpikir tingkat tinggi. Pembelajaran literasi berjenjang dengan bacaan kontekstual perlu dikembangkan. Abstract: Reading literacy is a fundamental skill for elementary students to find information, comprehend, and evaluate texts. This study analyzed fourth-grade students’ reading literacy through a text on Kepahiang’s local hero, Lieutenant Colonel Santoso, across three cognitive stages: finding information, understanding the text, and reflecting and evaluating. A descriptive qualitative approach was applied to 15 students at SD Negeri 01 Kepahiang, selected through purposive sampling. Data were collected through a 15-item test, interviews, observations, and documentation, analyzed using the Miles and Huberman model. Achievement declined across stages. Nine students answered all or nearly all information-finding items correctly. In understanding the text, 9 students were very capable or capable, while others merely repeated the text. Reflecting and evaluating was weakest: 2 students were very capable and 3 could not give reasoned opinions. Students were enthusiastic, but interest did not necessarily improve higher-order thinking. Tiered literacy instruction with contextual reading materials is needed.]]>
