Penelitian ini bermaksud menjawab sebuah pertanyaan tentang bagaimanakah soal penilaian akhir semester ganjil mata pelajaran bahasa Indonesia ditinjau dari dimensi kognitif Taksonomi Anderson di MTs Al-Ikhlas Nunukan?. Skripsi ini merupakan penelitian jenis deskriptif kualitatif. Sumber data pada penelitian ini diperoleh dari naskah soal penilaian akhir semester ganjil mata pelajaran Bahasa Indonesia di MTs Al-Ikhlas Nunukan Tahun Pelajaran 2020/2021. Data penelitian ini ialah soal penilaian akhir semester ganjil mata pelajaran Bahasa Indonesia kelas VII, VIII, dan IX di MTs Al-Ikhlas Nunukan Tahun Pelajaran 2020/2021. Pengumpulan data dilakukan dengan cara dokumentasi dan wawancara. Analisis data dilakukan berdasarkan ranah kognitif dan kata kerja oprasional dimensi kognitif Taksonomi Anderson. Hasil dari penelitian ini menunjukkan bahwa: pertama, soal penilaian akhir semester ganjil mata pelajaran Bahasa Indonesia di MTs Al-Ikhlas Nunukan tahun ajaran 2020/2021 terdiri dari ranah C1, C2, C3, dan C4 yang didominasi oleh ranah C2 (memahami) sebanyak 48,3%. Kedua, persentase ranah kognitif soal kelas VII yaitu C1 diperoleh 30%, C2 diperoleh 55%, C3 diperoleh 5%, dan C4 diperoleh 10%. Kelas VIII yaitu C1 diperoleh 5%, C2 diperoleh 55%, C3 diperoleh 35%, dan C4 diperoleh 5%. Kelas IX yaitu C1 diperoleh 30%, C2 diperoleh 35%, C3 diperoleh 30% dan C4 diperoleh 5%.

This study aimed to analyze the questions of the odd semester final Test of Indonesian subjects in terms of the cognitive dimensions of Anderson’s taxonomy at the MTs Al-Ikhlas Nunukan. This was a qualitative descriptive research. The source of the data in this study was obtained from the odd semester test of Indonesian subjects at the MTs Al-Ikhlas Nunukan for the 2020/2021 academic year. The data for this research was collected from the final test of the odd semester for Indonesian Classes among the seventh, eighth, and ninth grade students of the MTs Al-Ikhlas Nunukan for the 2020/2021 academic year. Data collection was done by means of documentation and interviews. Data analysis was carried out based on the cognitive domain and operational verb cognitive dimensions of Anderson’s Taxonomy. The results of this study indicated that, first, the test consisted of domains C1, C2, C3, and C4 which were dominated by domain C2 (understanding) as many as 48%. Second, the percentage of the cognitive domain for the seventh grade questions were C1 (30%), C2 (55%), C3 (5%), and C4 (10%). For the eighth grade questions were C1 (5%), C2 (55%), C3 (35%), and C4 (5%). For the ninth grade questions were C1 (30%), C2 (35%), C3 (30%), and C4 (5%).