Jenis penelitian ini adalah penelitian deskriptif kualitatif. Sampel pada penelitian ini adalah seluruh naskah butir soal ujian akhir semester genap mata pelajaran IPA kelas VII, VIII, dan IX di SMP Negeri 1 Nunukan Selatan Tahun Pembelajaran 2018/2019. Pengumpulan data dilakukan dengan cara dokumentasi dan wawancara. Data dalam penelitian ini diperoleh dengan cara mengambil soal yang telah terdokumentasi. Data dianalisis sesuai dengan kata kerja operasional dimensi proses kognitif Taksonomi Anderson dan aspek kemampuan berpikir kritis. Hasil penelitian menunjukkan bahwa (1) sebaran dimensi proses kognitif Taksonomi Anderson pada soal belum merata, soal didominasi pada dimensi proses kognitif level C1, C2 dan C3. Persentase dimensi kognitif pada kelas VII yaitu C1 diperoleh 44%, C2 diperoleh 44% dan C3 diperoleh 12%. Kelas VIII yaitu C1 diperoleh 20%, C2 diperoleh 46,7%, C3 diperoleh 26,7%, dan C4 diperoleh 6,7%. Kelas IX yaitu C1 diperoleh 2,8%, C2 diperoleh 25,7%, C3 diperoleh 42,8%, dan C4 diperoleh 28,5%. (2) sebaran aspek kemampuan berpikir kritis pada soal juga belum merata, soal didominasi pada aspek 1 dan aspek 2. Persentase aspek kemampuan berpikir kritis pada kelas VII yaitu A1 diperoleh 44% dan A2 diperoleh 56%. Kelas VIII yaitu A1 diperoleh 46,7%, A2 diperoleh 43,3% dan A3 diperoleh 10%. Kelas IX yaitu A1 diperoleh 5,7%, A2 diperoleh 48,5%, A3 diperoleh 40% dan A5 diperoleh 5,7%.

This was a qualitative descriptive study. The sample in this study were all final exam questions of science for 2018/2019 even semester of classes VII, VIII, and IX at SMP 1 Nunukan Selatan. Data were collected through documented questions and interviews. Data were analyzed according to the operational verbs of cognitive process dimensions of Anderson’s Taxonomy and critical thinking skill aspects. The results showed that the distribution of the cognitive process dimensions of Anderson’s Taxonomy in the questions was not evenly distributed, the questions were dominated by the cognitive process dimensions of the C1, C2, and C3 levels. The cognitive dimensions in class VII were C1 (44%), C2 (44%), and C3 (12%); in class VIII were C1 (20%), C2 (46.7%), C3 (26.7%), and C4 (6.7%); in class IX were C1 (2.8%), C2 (25.7%), C3 (42.8%), and C4 (28.5%). In addition, the distribution of aspects of critical thinking skills in the questions was also not evenly distributed, the questions were dominated in aspects 1 and 2. The critical thinking skill aspects in class VII were A1 (44%), A2 (56%); in class VIII were A1 (46.7%), A2 (43.3%) and A3 (10%); in class IX were A1 (5.7%), A2 (48.5%), A3 (40%), and A5 (5.7%)