<![CDATA[This study aims to delineate the cognitive obstacles of Madrasah Ibtidaiyah students in solving mathematical word problems triggered by low reading literacy. Employing a qualitative descriptive approach, this research involved three fifth-grade students from MI Al Hikmah 1, selected through purposive sampling based on high, moderate, and low Mathematical Initial Ability (MIA) categories. Data were collected via numeracy literacy tests and interviews, followed by analysis through data reduction, data display, and conclusion drawing. The findings reveal significant variations in cognitive obstacles: students in the low category exhibit "number grabbing" phenomena and functional decoding failures regarding key terms, while those in the moderate category demonstrate incomplete processing and cognitive overload in multi-step problems. Conversely, students in the high category possess strong reading stamina, enabling them to integrate textual narratives into accurate mathematical models. This study concludes that reading literacy serves as the primary navigation in mathematical reasoning, where cognitive obstacles are predominantly driven by a failure to logically interpret problem narratives rather than a mere lack of basic arithmetic skills. ABSTRAKPenelitian ini bertujuan menguraikan hambatan kognitif siswa Madrasah Ibtidaiyah dalam menyelesaikan soal cerita matematika akibat rendahnya literasi baca. Menggunakan pendekatan kualitatif deskriptif, penelitian ini melibatkan tiga siswa kelas V MI Al Hikmah 1 yang dipilih melalui purposive sampling berdasarkan kategori Kemampuan Awal Matematis (KAM) tinggi, sedang, dan rendah. Data dikumpulkan melalui tes literasi numerasi serta wawancara, kemudian dianalisis melalui tahap reduksi, penyajian, dan penarikan kesimpulan. Hasil penelitian mengungkapkan variasi hambatan kognitif yang signifikan: siswa kategori rendah mengalami fenomena number grabbing dan kegagalan dekode fungsional pada istilah kunci, sementara siswa kategori sedang menunjukkan incomplete processing serta cognitive overload pada soal multitahap. Sebaliknya, siswa kategori tinggi memiliki reading stamina yang baik dalam mengintegrasikan narasi menjadi model matematika akurat. Penelitian ini menyimpulkan bahwa literasi baca merupakan navigasi utama dalam penalaran matematis, di mana hambatan kognitif dominan dipicu oleh kegagalan menafsirkan narasi secara logis dan bukan sekadar ketidakmampuan berhitung dasar.]]>
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