Penelitian ini bermaksud menjawab dua pertanyaan terkait soal penilaian akhir semester biologi kelas X berdasarkan taksonomi anderson di SMA Negeri 1 Tarakan. Pertama, bagaimanakah persebaran soal penilaian akhir semester kelas X pada mata pelajaran biologi berdasarkan dimensi pengetahuan taksonomi Anderson? Kedua, bagaimanakah persebaran soal penilaian akhir semester kelas X pada mata pelajaran biologi berdasarkan dimensi proses kognitif taksonomi Anderson? Skripsi ini merupakan penelitian deskriptif dengan desain penelitian menggunakan pendekatan studi kasus. Subjek penelitian adalah guru dan objek penelitian berupa soal kelas X semester genap pada mata pelajaran Biologi tahun ajaran 2019/2020 yang terdiri dari 10 soal pilihan ganda, 5 soal isian singkat dan 2 soal essay. Data diperoleh berdasarkan hasil wawancara guru mata pelajaran dan analisis secara kualitatif berdasarkan sebaran dimensi Taksonomi Anderson pada soal penilaian akhir semester genap mata pelajaran Biologi kelas X tahun ajaran 2019/2020. Hasil dari penelitian ini penulis menyimpulkan bahwa: Pertama, pada dimensi pengetahuan soal masih didominasi oleh pengetahuan faktual sebanyak 64,7% dan konseptual sebanyak 35,3% dan tidak terdapat soal yang dapat mengukur pengetahuan prosedural dan metakognitif. Kedua, berdasarkan dimensi proses kognitif soal didominasi oleh soal pada level C1 yaitu 64,7%, soal pada level C2 sebanyak 23,5%, soal pada level C3 sebanyak 5,9% dan C4 sebanyak 5,9%. Tidak ditemukan soal pada level C5 dan C6 pada soal penilaian akhir semester genap kelas X di SMA Negeri 1 Tarakan. Dengan demikian dalam penyusunan soal sebaiknya memperhatikan komposisi soal berdasarkan dimensi taksonomi anderson agar peserta didik mendapatkan alat evaluasi yang lebih baik.

This study intends to answer two questions related to the final assessment of biology class X class based on Anderson's taxonomy at SMA Negeri 1 Tarakan. First, how is the distribution of final assessment questions for class X on biology subjects based on the dimensions of Anderson's taxonomic knowledge? Second, how is the distribution of final assessment questions for class X on biology subjects based on the dimensions of Anderson's taxonomic cognitive processes? This thesis is a descriptive study with a research design using a case study approach. The research subjects were teachers and research objects in the form of class X even semester questions in the Biology subject for the 2019/2020 academic year which consisted of 10 multiple choice questions, 5 short stuffing questions and 2 essay questions. The data were obtained based on the results of the subject teacher interviews and qualitative analysis based on the distribution of Anderson's Taxonomy dimensions in the final assessment questions of the even semester in Biology class X in the 2019/2020 school year. The results of this study the authors conclude that: First, the dimensions of question knowledge are still dominated by factual knowledge as much as 64.7% and conceptual knowledge as much as 35.3% and there are no questions that can measure procedural and metacognitive knowledge. Second, based on the dimensions of the cognitive process, the questions were dominated by questions at C1 level, namely 64.7%, questions at C2 level were 23.5%, questions at C3 level were 5.9% and C4 questions were 5.9%. There were no questions found at level C5 and C6 in the final assessment questions of even semester class X at SMA Negeri 1 Tarakan. Thus in the preparation of questions, it is better to pay attention to the composition of questions based on Anderson's taxonomic dimensions so that students get a better evaluation tool.