<![CDATA[This study aims to describe the implementation of critical reading literacy activities in biographical text learning for tenth-grade students at SMA Negeri 12 Medan, as well as to identify obstacles and strategies used by teachers to overcome them. The research employed a descriptive qualitative method with a post-positivist approach. Data were collected through non-participatory observation, semi-structured interviews with Indonesian language teachers and students, and documentation. The results indicate that the implementation of critical reading literacy activities was carried out effectively through five stages: introduction, pre-reading, during reading, post-reading, and closing. Through these stages, students practiced critical, evaluative, and reflective thinking in analyzing elements of biographical texts. However, the implementation of these activities faced several obstacles, such as low student interest in reading, differences in comprehension levels, lack of confidence in discussions, time constraints, and incomplete information in the reading material. Teachers overcame these obstacles by providing motivation, direct guidance, managing time more effectively, and encouraging active student participation in class discussions.]]>
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