Penelitian ini merupakan identifikasi jenis pertanyaan yang diajukan oleh pendidik dan peserta didik. Tujuan penelitian ini adalah untuk menguraikan pertanyaan yang diajukan pendidik dan peserta didik di SMA Negeri 2 Tarakan berdasarkan jenis pertanyaan tingkat kogitif Taksonomi Bloom, pertanyaan tertutup dan terbuka serta untuk mengetahui apakah terdapat pertanyaan berpikir tingkat tinggi. Metode yang digunakan dalam penelitian ini adalah deskriptif dengan pendekatan kuantitatif dilakukan melaui observasi dan wawancara interaktif guru dan siswa yang didukung dokumentasi. Subjek pada penelitian ini adalah pendidik yang mengampu mata pelajaran Biologi sebanyak 2 orang dan peserta didik kelas XI IPA 1 dan XI IPA 2 dengan masing-masing kelas berjumlah 35 peserta didik. Hasil penelitian menunjukkan bahwa jenis pertanyaan yang diajukan oleh pendidik terkait dengan tingkat kognitif Taksonomi Bloom pada pertanyaan tingkat C1 sebesar 40,90%, C2 sebesar 47, 72%, C3 sebesar 6, 84%, C4 sebesar 2,27%, dan C5 sebesar 2,27%. Sedangkan peserta didik mengajukan pertanyaan tingkat C1 sebesar 73,68%, dan tingkat C2 sebesar 26,31%. Kemudian untuk jenis pertanyaan tertutup dan terbuka pendidik didominasi oleh pertanyaan terbuka dengan presentase sebesar 56,81% dan pertanyaan tertutup sebesar 43,18%. Sedangkan untuk pertanyaan yang diajukan peserta didik terdapat 80% jenis pertanyaan tertutup dan 20% pertanyaan terbuka. Terdapat jenis pertanyaan tingkat tinggi atau HOTS (High Order Thinking Skills) yang diajukan pendidik pada tingkat C4 (penerapan) dan tingkat C5 (evaluasi) dengan presentase masing-masing sebesar 2,27%. Sedangkan jenis pertanyaan tingkat tinggi tidak pernah diajukan oleh peserta didik.

Kata Kunci: Jenis Pertanyaan, Pendidik, Peserta Didik.

This research was an identification of the types of questions asked by educators and students. The purpose of this research was to describe the question asked by educators and students at SMA Negeri 2 Tarakan based on Bloom’s Taxonomy cognitive level questions, closed and open question and to find out if there were high level thinking questions. The method used in this research was descriptive with a quantitative approach conducted through observation and interactive interviews of teacher and students supported by documentation. The subjects of this research were educators who thought Biology subjects as many as 2 people and student of classes XI IPA 1 and XI IPA 2 with each class numbering 35 student. The results of the research showed that the types of questions asked by educators were related to the cognitive level of Bloom’s Taxonomy in C1 level question as much as 40.90%, C2 as much as 47.72%, C3 as much as 6.84%, C4 as much as 2.27%, and C5 as much as 2.27%. While students asked questions at C1 level as much as 73.68%, and C2 level as much as 26.31%. Then for types of closed and open questions, educators were dominated by open questions with a percentage of 56.81%, and closed question with 43.18%. As for question asked by the students, there were high level questions or HOTS (High Order Thinking Skills) that were asked by educators at level C4 (application) and level C5 (evaluation) with a percentage of 2.27% each. While high-level questions were never asked by students. Keywords: Types of Questions, Educators, Learners.