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This research was aimed to describe the ability profile of junior high school teachers in developing high-level thinking questions for science subjects. This research was a quantitative descriptive study of junior high school teachers from Eastern Indonesia. Data was obtained by collecting questions from the teacher's biopsy prepared for five working days in the workshop. Data was analyzed descriptively quantitatively referring to criteria related to cognitive levels and ruled for writing the correct questions. It can be described that 71% of questions are categorized as high-level thinking problems at the implementation level, 61% at the analysis level, 53% at the evaluation level and 38% at the creativity level. Based on overall aspect of question writing only 54% met the criteria for writing the correct questions.

Middle school teacher competency; high level thinking problem; science