<![CDATA[Pertanyaan siswa penting untuk keterlibatan dalam proses pembelajaran serta untuk merangsang pemahaman tentang informasi baru, sehingga perlu menjadi perhatian dan seharusnya dibina khusus oleh guru. Penelitian ini bertujuan untuk mendeskripsikan pertanyaan-pertanyaan tertulis siswa dalam pembelajaran menggunakan pendekatan saintifik pada materi Teorema Pythagoras. Instrumen penelitian berupa LKS dengan pendekatan saintifik, lembar observasi beserta rubrik penskoran kualitas pertanyaan siswa dan lembar wawancara. Subyek penelitian adalah 32 siswa kelas 8A MTsN 9 Banyuwangi. Penelitian berlangsung dalam empat kali tatap muka pembelajaran. Hasil yang didapat dari penelitian ini adalah distribusi kualitas pertanyaan-pertanyaan tertulis berdasarkan tingkat kognitif dan kategori kemampuan bertanya siswa dalam pembelajaran menggunakan pendekatan saintifik. Hasil penelitian menunjukkan pertanyaan-pertanyaan tertulis yang dirumuskan siswa selama kegiatan pembelajaran terdistribusi dengan level kognitif C1 sebesar 29%, level kognitif C2 sebesar 21%, level kognitif C3 sebesar 23%, level kognitif C4 sebesar 19% dan level kognitif C5 sebesar 8%. Tidak ada siswa yang mampu menyusun pertanyaan pada tingkat kognitif C6. Sedangkan dari hasil analisis pertanyaan individual siswa secara terpisah menunjukkan kategori kemampuan siswa dalam menyusun pertanyaan terbagi menjadi 43,75% berkemampuan rendah, 46,88% berkemampuan sedang dan 9,37% berkemampuan tinggi. Sedikitnya nilai prosentase siswa dengan kemampuan tinggi, menunjukkan bahwa perlu upaya guru untuk meningkatkan kemampuan bertanya siswa. Kata kunci: profil pertanyaan, kemampuan bertanya, pembelajaran saintifik Abstract: Student questions are important for involvement in the learning process and to stimulate understanding of new information, so they need to be paid attention to and should be specifically fostered by the teacher. This study aims to describe students' written questions in learning using a scientific approach to the Pythagorean Theorem material. Research instruments in the form of worksheets with a scientific approach, observation sheets along with a rubric scoring the quality of student questions, and interview sheets. The research subjects were 32 students of 8A grade of MTsN 9 Banyuwangi. The research took place in four face-to-face learning. The results obtained from this study are the quality of written questions based on the cognitive level and the category of students' ability to ask questions in learning using a scientific approach. The results showed that the written questions formulated by students during the learning activities were distributed with a cognitive level of C1 of 29%, cognitive level C2 of 21%, cognitive level of C3 of 23%, cognitive level of C4 of 19%, and cognitive level of C5 of 8%. None of the students were able to construct questions at the cognitive level C6. Meanwhile, the results of the analysis of individual student questions separately showed that the categories of students' abilities in composing questions were divided into 43.75% low ability, 46.88% medium ability, and 9.37% high ability. The low percentage value of students with high abilities indicates that the teacher must improve the students' questioning abilities. Keywords: question profile, questioning ability, scientific learning]]>
