Penyusunan soal dalam buku teks menjadi salah satu aspek penting yang perlu mendapat perhatian karena melalui soal-soal tersebut, siswa diasah untuk berpikir kritis, berpikir kreatif, dan mampu memecahkan masalah. Penelitian ini bertujuan untuk mendeskripsikan dan membandingkan tingkat kognitif soal berdasarkan kategori LOTS (Lower Order Thinking Skills), MOTS (Middle Order Thinking Skills), dan HOTS (Higher Order Thinking Skills) dalam buku teks Bahasa Indonesia Kelas X SMA terbitan Kemendikbudristek dan Erlangga. Penelitian ini menggunakan pendekatan kualitatif dengan teknik analisis berdasarkan kata kerja operasional, serta indikator keterampilan berpikir kritis, kreatif, dan pemecahan masalah. Data dikumpulkan melalui dokumentasi dan studi pustaka terhadap dua buku teks, yakni buku terbitan Kemendikbudristek edisi 2023 dan buku terbitan Erlangga edisi 2021. Hasil penelitian menunjukkan bahwa buku Kemendikbudristek memuat 149 soal dengan distribusi tingkat kognitif soal LOTS sebesar 10,07%, MOTS sebesar 40,27%, dan HOTS sebesar 49,66%. Sementara itu, buku Erlangga memuat 328 soal, dengan distribusi soal LOTS sebesar 8,84%, MOTS sebesar 61,59%, dan HOTS sebesar 29,57%. Dengan demikian, buku Kemendikbudristek lebih menonjol dari sisi proporsi soal HOTS yang dirancang untuk mengasah keterampilan berpikir tingkat tinggi. Sebaliknya, buku Erlangga unggul dari sisi kuantitas dan soal-soal MOTS yang mencakup lebih dari satu indikator keterampilan berpikir. Perbandingan ini menunjukkan bahwa kedua buku memiliki keunggulan masing-masing, yakni buku Kemendikbudristek pada proporsi soal HOTS dan buku Erlangga pada pendekatan bertingkat melalui penguatan MOTS.
Kata kunci: kemampuan berpikir kreatif, kemampuan berpikir kritis, kemampuan pemecahan masalah, KKO, soal HOTS.

The formulation of questions in textbooks is a crucial aspect that deserves serious attention, as these questions serve to sharpen students’ abilities in critical thinking, creative thinking, and problem solving. This study alms to describe and compare the cognitive levels of questions based on the categories of LOTS (Lower Order Thinking Skills), MOTS (Middle Order Thinking Skills), and HOTS (Higher Order Thinking Skills) in Grade X Indonesian language textbooks published by The Ministry of Education, Culture, Destination, and Technology and Erlangga. This research employed a qualitative approach with data analysis techniques based on operational verbs derived from the revised Bloom’s Taxonomy, as well as indicators of critical thinking, craetive thinking, and problem solving skills. Data were collected through documentation and literature study involving two textbooks, the Ministry of Education, Culture, Destination, and Technology edition (2023) and the Erlangga edition (2021). The findings show that the Ministry of Education, Culture, Destination, and Technology textbook contains 149 questions, with a cognitive level distribution of 10,07% LOTS, 40,27 MOTS, and 49,66% HOTS. Meanwhile, the Erlangga textbook contains 328 questions, with 8,84%% LOTS, 61,59% MOTS, and 29,57% HOTS. These results indicate that the Ministry of Education, Culture, Destination, and Technology textbook emphasizes HOTS questions more directly and consistenly alligns them with high order thinking competencies. In contrast, the Erlangga textbooks excels in quantity and in integrating HOTS elements across MOTS level questions, covering multiple indicators of higher order thinking. The comparison reveals that each textbook offers unique strengths, the Ministry of Education, Culture, Destination, and Technology in its proportional emphasis on pure HOTS questions, and Erlangga in its structured approach through reinforced MOTS that address complex thinking skills.
Keywords: creative thinking skill, critical thinking skill, HOTS question, KKO, problem solving skill.