This study aims to describe the critical thinking skills ofhomeschooling students in solving mathematical problems. The type ofthis research is descriptive research with qualitative approach. Subjects inthis study were six students homeschooling is equivalent to junior highschool students class IX. Data were obtained through tests and interviews.Test are identified and described in accordance with the achievement ofstudents towards critical thinking indicators used in this research thatclarification, assessment, strategy/ tactics, and inference. The results of theinterviews are used to further strengthen the data on homeschoolingstudents' critical thinking skills. The results showed that onehomeschooling student is in the category of less critical, four students areon quite critical category and only one student in a critical category.This suggests that homeschooling students' critical thinking skills arelow. Low critical thinking skills are affected by limitations homeschoolingstudent learning of mathematics is done, students 'mathematical ability andmathematical learning processes that do not yet geared to developinghomeschooling students' critical thinking skills. So that based on the resultsof this study are advised to make the learning process of mathematics todevelop homeschooling students' critical thinking skills.
This study aimed to analyze the level of learning interest and Arabic speaking ability of students in Islamic Junior High School. This research method was quantitative with a survey approach. The study was conducted at Islamic Junior High School 2 centr this study were 52 students of grade VIII. The data collection method used a questionnaire and test. The questionnaire method was aimed to students to get data on the level of students' interest in learning Arabic and the test method speaking ability. The data analysis technique was descriptive quantitative. The results showed that the level of student interest in learning Arabic was low and the level of ability to speak Arabic was Low of interest and speaking ability due to the students' learning environment that was not conducive. The learning environment did not support in increasing speaking ability. The lack of support from the environment would cause a sense of disinte learning process. So that the goal of increasing interest in learning and speaking ability would not be achieved.
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