<![CDATA[This study aims to analyze the cognitive level demands and science process skills represented in the 2025 senior high school Physics Academic Competency Test (TKA) simulation questions based on the national assessment framework. This research employed a descriptive qualitative approach using content analysis on a dataset of 20 Physics TKA simulation questions. The analysis instrument was developed based on the Physics TKA assessment framework, categorizing items into three cognitive levels (understanding, application, and analysis-evaluation) and four indicators of science process skills (observing, questioning and predicting, planning and conducting investigations, and analyzing and communicating data). The results show that the cognitive demands of the simulation questions were dominated by the application level (40%), followed by analysis-evaluation (35%) and understanding (25%). In terms of science process skills, all items involved observing and questioning-predicting skills (100%). However, analyzing and communicating data appeared in 20% of the items, while planning and conducting investigations was not identified in any item. This study is limited to simulation questions and therefore does not represent the characteristics of the operational Physics TKA items. Further research is needed to analyze the official Physics TKA 2025 questions to obtain a more comprehensive understanding of cognitive demands and science process skills, as well as to examine their consistency with the assessment framework of TKA. ]]>
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