<![CDATA[The study aimed to improve students' question through the implementation of Guided Inquiry Learning at class XI MIA in biology learning. This study is a Classroom Action Research (CAR) completed in two cycles and each cycle consists of the following steps: planning, action, observation and reflection. Student’s question can be measured through the quantity and quality of questions. Data of student’s questions obtained through observation, interviews and documentation. Data analysis using descriptive qualitative technique. The research procedure used a spiral model. The result of research is the increase of quantity of question number significantly in the end of cycle, while quantity of student which asking question more than 50% from total 40 students overall. Quality of questions spread to all level dimensions of cognitive processes in the end of cycle with the percentage in each level are C1 level 4,46%, C2 38,39%, C3 4,46%, C4 19,64%, C5 17,85%, and C6 15,17%. Question levels C2, C4, C5 and C6 reach the target of research, while the level of questions C1 and C3 can not reach the target research. Types of questions identified based on the dimensions of the cognitive process and the knowledge dimension in cycle II are 17 types of question.guided inquiry learning, student’s question, quantity of questions, quality of questions]]>
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