The purpose of this research was to explain difficulties faced by the eighth graders of SMP Bait Qur'an in writing a recount text. Descriptive qualitative was used to investigate this research. To obtain the data, a written test and a questionnaire were applied. To analyze the obtained data, data reducing, data displayed, content analysis, and drawing a conclusion were applied. Then the data were analyzed using percentage analysis. The test results showed that most students had poor ability in writing a recount text. It could be seen that 12 students (54.54%) were very poor in writing content of the recount text, 15 students (68.18%) were very poor in the organization of the recount text, 12 students (54.54%) were very poor in the vocabulary of the recount text, 19 students (86.37%) were very poor in the grammar of the recount text, and 16 students (72.72%) were very poor in the mechanic of the recount text. Most students had difficulties understanding grammar use in a recount text. It happened because they were lack of knowledge about the recount text itself and less practice writing a recount text.
<p>Penelitian ini bertujuan untuk: 1) Mengetahui ketercapaian ketuntasan siswa pada materi persamaan garis lurus setelah diterapkannya model pembelajaran <em>CPS; </em>2) Mengetahui perbedaan peningkatan kemampuan berfikir kritis matematis siswa pada materi persamaan garis lurus antara siswa yang mendapat pembelajaran dengan model pembelajaran <em>CPS</em> dan yang mendapat model pembelajaran langsung; 3) Mengetahui aktivitas belajar siswa selama diterapkannya model pembelajaran <em>CPS</em>. Penelitian ini menggunakan desain <em>Quasi Eksperimental</em> dengan bentuk <em>The Nonequivalent Control Group Design</em>. Sampel dalam penelitian ini terdiri dari 2 kelas yang dipilih dari 4 kelas. Pengambilan sampel menggunakan teknik <em>purposive sampling</em> dan terpilihlan kelas VIII B sebagai kelas eksperimen dan kelas VIII C sebagai kelas kontrol. Pertimbangan dipilihnya kedua kelas tersebut karena masih banyak siswa yang mengalami kesulitan dalam belajar dan rata-rata ketuntasan siswa belum mencapai KKM. Hasil analisis data menunjukkan bahwa: 1) Siswa mencapai ketuntasan secara individu maupun klasikal pada kelas yang menggunakan model pembelajaran <em>CPS</em> 2) Terdapat perbedaan peningkatan kemampuan berfikir kritis matematis antara siswa yang diberikan model pembelajaran <em>CPS</em> dengan siswa yang diberikan model pembelajaran langsung; 3) Aktivitas siswa tergolong aktif selama diterapkan model pembelajaran <em>CPS.</em></p>
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