Korelasi Antara Tingkat Literasi Membaca Dengan Kemampuan Berpikir Kritis Pada Siswa Sekolah Dasar

Abstract

This study investigates the correlation between reading literacy levels and critical thinking skills among fifth-grade students at SDS Frater Thamrin Makassar. The research was motivated by the increasing importance of literacy-based learning in enhancing higher-order thinking skills at the elementary school level, particularly the ability to analyze, evaluate, and interpret information in written texts. The study aims to determine whether students with higher reading literacy levels also demonstrate stronger critical thinking skills. A quantitative approach using an ex post facto design was employed, considering that the variables had naturally formed without experimental intervention. Total sampling was used, involving all fifth-grade students as respondents. Data were obtained through Likert-scale questionnaires developed based on theoretical indicators of reading literacy and critical thinking. The collected data were analyzed through normality testing, linearity testing, and Pearson correlation analysis. The results show that both variables meet the assumption of normal distribution, with significance values above 0.05. Linearity testing also confirms a linear relationship between reading literacy and critical thinking skills. Pearson’s correlation analysis reveals a very strong and statistically significant positive correlation (r = 0.832, p = 0.000). These findings indicate that higher reading literacy is associated with stronger critical thinking skills among students. Overall, this study highlights the essential role of reading literacy in fostering critical thinking abilities at the elementary level. Strengthening literacy-based learning is therefore a strategic effort to develop students’ analytical and reflective capacities, which are crucial for academic success and long-term cognitive development.