Analisis Kemampuan Membaca Kritis Teks Narasi Peserta Didik Sekolah Dasar

Abstract

It is important to develop critical reading skills among elementary school students to support literacy and critical thinking. However, there are still students who struggle to understand the content of narrative texts, especially very long ones. This study aims to describe students’ critical reading skills regarding narrative texts, the obstacles they face, and the factors that influence these skills. This study employs a qualitative approach using a case study design. Primary data were obtained through interviews and observations, while secondary data were derived from a document review. Data collection techniques included observation, interviews, and document review. Validity was assessed through triangulation of methods and sources. The data were analyzed through data reduction, followed by data presentation, and finally, the drawing of conclusions. The results of the study indicate that critical reading skills vary among students. Students find it easier to understand intrinsic elements and main ideas than to analyze cause-and-effect relationships, grasp implied meanings, and make logical judgments about the story’s content. Barriers to critical reading include limited vocabulary, difficulty understanding the text’s content, and low reading independence. Factors influencing critical reading ability consist of internal and external factors. Internal factors originate from the students themselves, such as reading readiness, interest in reading, and experience or knowledge. External factors originate from sources outside the students, such as teacher guidance, learning strategies, and the learning environment.