ANALISIS LEVEL PERTANYAAN BERDASARKAN TAKSONOMI SOLO YANG DIAMATI PADA BUKU TEKS BIOLOGI KELAS X SMA DI BANDAR LAMPUNG

ARVIKA, MUTIA ARDANA (2026) ANALISIS LEVEL PERTANYAAN BERDASARKAN TAKSONOMI SOLO YANG DIAMATI PADA BUKU TEKS BIOLOGI KELAS X SMA DI BANDAR LAMPUNG. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Kualitas pertanyaan dalam buku teks Biologi berperan penting dalam mengembangkan kemampuan berpikir peserta didik, terutama pada pembelajaran abad ke-21 yang menuntut keterampilan berpikir kompleks. Namun, berbagai studi menunjukkan bahwa banyak buku teks masih didominasi pertanyaan berlevel rendah sehingga kurang mendukung pengembangan kemampuan analitis. Penelitian ini bertujuan untuk menganalisis level pertanyaan dalam tiga buku Biologi Kelas X SMA yang digunakan di Bandar Lampung berdasarkan Taksonomi SOLO, serta mendeskripsikan distribusi tingkat kognitifnya. Penelitian menggunakan pendekatan kualitatif dengan desain deskriptif berbasis analisis isi. Data dikumpulkan melalui dokumentasi seluruh 287 pertanyaan dalam ketiga buku, wawancara guru dan siswa, serta observasi pembelajaran. Hasil analisis menunjukkan bahwa level pertanyaan didominasi oleh kategori unistruktural sebesar 28,6% dan multistruktural sebesar 25,8%, sedangkan level berpikir tinggi seperti relasional hanya mencapai 31,7% dan extended abstract 11,5%. Adapun level prastruktural muncul sebesar 2,4%. Pola ini menunjukkan bahwa proporsi pertanyaan belum optimal dalam mendorong integrasi konsep dan kemampuan berpikir tingkat lanjut. Kesimpulannya, diperlukan peningkatan kualitas perancangan pertanyaan dalam buku teks dan penguatan kompetensi guru dalam menyusun soal yang mendorong kemampuan berpikir kompleks. Penelitian selanjutnya disarankan untuk memperluas objek dan melakukan perbandingan lintas kurikulum. ABSTRACT The quality of questions in Biology textbooks plays a crucial role in fostering students’ cognitive development, particularly in promoting higher-order thinking skills required in modern science education. However, many textbooks still emphasize lower-level questions, limiting opportunities for deeper understanding. This study aims to analyze the cognitive levels of questions contained in three Grade X Biology textbooks used in senior high schools in Bandar Lampung by applying the Structure of Observed Learning Outcomes (SOLO) Taxonomy. This research employed a qualitative descriptive design using content analysis. Data were obtained from a total of 287 questions across three textbooks, supported by interviews with teachers and students, as well as classroom observations. The results show that the distribution of question levels is dominated by the unistructural level (28.6%) and the multistructural level (25.8%). Meanwhile, higherorder levels such as relational account for 31.7% and extended abstract only 11.5%, with prastruktural questions appearing at 2.4%. These findings indicate that the textbooks analyzed still prioritize basic cognitive processes rather than encouraging integrative and advanced reasoning. The study concludes that improvements in question design and teacher capacity-building are needed to enhance the development of higher-order thinking in Biology learning. Future research is recommended to examine more textbooks and compare different curriculum implementations

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