<![CDATA[This study aims to analyze the errors made by students of the Chemistry Department at Universitas Negeri Medan in composing evaluation and summary sections in Critical Book Review (CBR) assignments. The research employed a descriptive qualitative method using document analysis. The data sources consisted of several CBR assignments written by students, with a focus on the evaluation and summary sections. Data were collected through documentation techniques and analyzed using content analysis. The findings revealed several common errors, including evaluations that lacked strong arguments, evaluations that focused more on suggestions than critical assessments, summaries that were too brief, and summaries that did not adequately represent the overall content of the reviewed books. These findings indicate that students still experience difficulties in applying critical thinking skills and academic writing principles when preparing CBR assignments. The study concludes that students’ understanding of the structure and purpose of CBR writing needs improvement, particularly in developing argumentative evaluations and comprehensive summaries. Therefore, greater emphasis on academic writing practice and critical thinking development is needed to enhance the quality of students’ CBR assignments.]]>
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