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This study aimed to determine the geometry tasks in Laotian and Indonesian lower secondary school mathematics textbooks from the perspective of revised Bloom's Taxonomy. The type of this study was textbook analysis. The data source of this study was the two selected mathematics textbooks from Laos and Indonesia. The Laotian mathematic is entitled lower secondary school mathematic textbook grade VII (Published by Ministry of Education and Sport), and The Indonesian mathematic textbook is entitled lower secondary school mathematic textbook grade VII (Published by Ministry of Education and Culture). The studied objects consist all of geometry tasks in Laotian and Indonesian mathematics textbooks from the perspective of revised Bloom's Taxonomy. Data were collected through observation and recording techniques. The instruments used are the sheet analysis of geometry tasks from the perspective of revised Bloom's Taxonomy in the six cognitive domain levels such as remembering (C1), understanding (C2), applying (C3), analyzing (C4), evaluating (C5) and creating (C6). The validity of the data is based on inter-rater reliability. Data analysis techniques are carried, namely unitizing, recording / coding, and inferring. The study results showed that there are some similarities between the geometry tasks in the two selected textbooks when comparing C2 and C3. The percentages of C2 and C3 in the Laotian mathematics textbook were 26.74% and 31.39%, respectively, versus 26.66% for C2 and 33.33% for C3, respectively, in the Indonesian textbook. In contrast, study results also showed some differences between the geometry tasks in the two selected textbooks such as C1, C4, C5, and C6. The study resulted revealed that the percentages of C1, C4, C5, and C6 were 9.30%, 22.09%. 10.46% and 0%, respectively in the Laotian textbook versus 2.22%, 29.62%, 5.18%, and 2.96% for C1, C4, C5, and C6 in the Indonesian textbook, respectively. Furthermore, the higher-order thinking skills (HOTS) consist of C4, C5, and C6 in the Indonesian mathematics textbook contain more geometry tasks than the Laotian mathematics textbook. Despite some differences between Laotian and Indonesian curricula, there are similar geometry topics in the Laotian and Indonesian mathematics textbooks. Based on the results, the researcher suggestions for the continuous revisions of Laotian mathematics textbook to include more tasks in HOTS similar to the Indonesian mathematics textbook to help educators develop higher order cognitive abilities in their students. [ABSTRACT FROM AUTHOR]