Questioning activities are one of the activities that are often encountered in learning. On the other hand, correct perception will enable students to understand subject matter so that they can achieve competence and learning objectives. This research aims to describe the types of teacher questioning strategies and the represantation of students' perceptions toward the questions. This study used a descriptive qualitative method. Data collection in this study was carried out by observing 32 students and 1 teacher, then distributing questionnaires to 32 students, and conducting interviews with 1 teacher and 5 students. The results showed that the types of questioning strategies mostly used by the teacher is managerial questions and the types of questioning strategies rarely used by the teacher is rhetorical questions. And students' perceptions toward questions in learning activities show positive results such as students feel helped by questioning, students believe that teacher questioning has a good impact, and students feel interested in answering teacher questions. Teacher questioning activities carried out by the teacher had a positive impact. Besides that, students also had a good perception of the questions the teacher gave during learning. By applying questioning strategies, the teacher can make learning more organized and interactive, while students who have a good perception of questions in learning will make students better understand the benefits of being active in questioning activities.