摘要：Penelitian ini bertujuan: (1) mendeskripsikan komponen literasi versi PIRLS, (2) mengidentifikasi konstruk kompetensi literasi membaca kelas IV SD, dan (3) membuat draf konstruk kompetensi literasi kelas IV SD versi Indonesia. Pengumpulan data dengan observasi pustaka, wawancara, dan focus group discussion. Analisis data dengan metode deskriptif kualititatif. Hasil penelitian sebagai berikut. Pertama, komponen literasi versi PIRLS meliputi: konsep literasi membaca, framework asesmen, tolok ukur, komponen literary text, dan penentuan sistem penilaian. Kedua, kompetensi literasi membaca dikonstrukkan sebagai kemampuan membaca dan memahami teks berjenis sastra dan informatif, berdasarkan empat tingkatan kognitif, dari berbagai tipe teks, dan mengikuti konteks lokal di sekitar anak dan konteks nasional. Ketiga, konstruk kompetensi literasi versi Indonesia berisi: 2-5 kata sulit, panjang teks 200 kata, komposisi tingkatan kognisi rendah hingga lanjut: 30-30-30-10, tema teks sesuai kondisi dan kultur Indonesia, ilustrasi teks yang jelas, dan tabel/grafik diberikan dalam gradasi. Hasil ini penting sebagai informasi literasi untuk dasar pengembangan kebijakan pendidikan Indonesia.
其他摘要：This study aims to: (1) describe the literacy components based on the PIRLS version, (2) identify the constructs of reading literacy competence for Grade IV of the elementary school, and (3) make a draft of the constructs of literacy competence for Grade IV of the elementary school in the Indonesian version. The data were collected through literature review, interviews, and focus group discussion. They were analyzed by the qualitative descriptive technique. The results are as follows. First, the literacy components based on the PIRLS version comprise: the reading literacy concept, assessment framework, benchmark, literary text components, and assessment system determination. Second, the reading literacy competence is constructed as the competence to read and comprehend literary and informative texts, based on four cognitive levels, from a variety of text types in line with the social context around the students and the national context. Third, the constructs of literacy competence in the Indonesian version consist of: 2-5 difficult words, a text length of 200 words, the composition of low to high cognitive levels of 30-30-3010, text themes suitable to Indonesian condition and culture, clear text illustrations, and tables/graphs presented in gradation. The results are important as literacy information for the basis for developing educational policies in Indonesia.
关键词：constructs; literacy competence; Indonesian context; elementary school students
