Artikel ini ditulis untuk mengetahui dan menganalisis kompetensi TPACK Guru Geografi di Kabupaten Solok. Data dalam artikel ini didapatkan dari penelitian yang melibatkan 16 orang Guru yang terdiri dari data kompetensi TPACK guru dalam hal penguasaan materi, pemanfaatan media dan teknologi dalam pembelajaran serta kompotensi pedagogik yang dilihat dari dokumen perencanaan pembelajaran/RPP dan kinerja dalam pelaksanaan pembelajaran. Data didapatkan dengan Paket Soal Tes Penguasaan Materi yang valid, Lembar Observasi Pemanfaatan Media dan Teknologi dalam Pembelajaran, Lembar Observasi Pembelajaran serta Lembar Check List untuk analisis Dokumen. Data dianalisis dengan deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa TPACK – Content Knowledge Guru Geografi di Kabupaten Solok berada pada kategori sedang atau pada nilai rata-rata 51. Soal materi kelas X adalah soal paling sulit bagi guru. Hasil TPACK – Technology guru Geografi menunjukkan kategori sedang. Namun, terindikasi media presentasi yang ditampilkan adalah hasil modifikasi dari media yang sudah dibuat orang lain. Sedangkan TPACK – Pedagogic Guru berdasarkan kinerja dalam pelaksanaan pembelajaran memiliki rata-rata 80,79 atau berada pada kategori sedang dengan tingkat relevansi komponen RPP dengan Standar Proses adalah 100%. Berdasarkan data di atas maka perlu diberikan pembinaan untuk meningkatkan penguasaan materi kelas X bagi guru. Lalu, pelatihan untuk merancang media presentasi pembelajaran berbasis Ms. Office Power Point dan lain-lain hasil karya sendiri serta penguatan dalam merancang RPP berdasarkan karakteristik siswa di sekolah masing-masing.Kata Kunci: Kompetensi TPACK, Pembelajaran Geografi This article was written to find out and analyze Geography Teacher’s TPACK competence in Solok Regency. The data in this article was obtained from a study involving 16 teachers consisting of teachers’ TPACK competency data in terms of materials mastery, media and technology utilization in learning and also pedagogical competence which is seen from lesson plan/RPP and performance in learning implementation. Data were obtained with valid Material Mastery Test Package, Observation Sheet of Media and Technology Utilization in Learning, Learning Observation Sheet and Checklist Sheet for Document analysis. Data were analyzed by quantitative descriptive. The results showed that TPACK - Content Knowledge of Geography Teachers in Solok Regency was in the medium category or in the average score of 51. The question of class X materials is the most difficult thing for teachers. The result of TPACK – Technology of Geography teacher shows medium category. However, it is indicated that media presentation which is displayed is the result of modifications from the media that has been created by others. Moreover, TPACK - Pedagogic of teacher based on performance in learning implementation have average 80,79 or in medium category, with RPP component relevance level with Standard Process is 100%. Based on the data above, it is necessary to provide coaching to improve mastery of class X materials for teachers. In addition, the training to design their own instructional media presentation based on Ms. Office Power Point etc. and also strengthening in designing RPP based on the characteristics of students in each school.Keywords: Geography Learning, Geography Teacher, TPACK Competency
The development of 21st century life requires the higher-level thinking ability developmental for learners. HOTS learning is characterized by; 1) Analysis, Evaluation and Creating, 2) Logical reasoning, 3) Consideration and critical thinking, 4) Problem Solving and Creative Thinking. One effort that can be done by educators to develop higher-level thinking ability for learners is by facilitating learners to do Advanced Learning Activities (ABL) that include: 1) processing/ analyzing, 2) Communicating/ dialogue, 3) discuss/ collaborate, 4) presents/ constructs. ABL is a continuation of Basic Learning Activities which includes; 1) Observing (combination of seeing and hearing), 2) trying/ questioning, 3) searching/ collecting. Therefore, in learning, educators should be more focused on giving learners space to do ABL while still allowing time for ABD as a warm-up activity or initial activity (Schaffolding). The way that can be done as a trigger of Advanced Learning Activities is to present more questions/ tasks/ problems on high cognitive level that is C4, C5, and C6 in every learning. High-level questions/ tasks/ problems will also encourage learners to dialogue and discuss so that collaboration in learning will be created. Keywords: Basic Learning Activity/ABD, Advanced Learning Activities/ ABL, HOTS oriented Learning References Brookhart, L. Susan. 2010. How to assess Higher Order Thinking Skills in Your Class. ASCD. Alexandria, Virginia USA Hamalik, Oemar. 2001. Learning strategies. Jakarta. Bumi Aksara -------------------- 2010. Learning strategies. Jakarta. BumiAksara Hanafiah, Nanang & Suhana, Cucu. 2010. Learning Strategies. Bandung. Refika Aditama Marzano, R. J., & Kendall, J. S. (2007) .The new taxonomy of educational objectives (2nd ed.). Thousand Oaks, CA: Sage Marzano, R. J & Heflebower, T. 2012.Teaching & Assssing 21st Century Skills (The Classroom Strategies Series). EBook from marzanoresearch.com Nofrion. 2017. Geography Learning Models and Strategies (Designing HOTS and Learning Collaborative Learning). Padang. Sukabina Publisher N, Nofrionet al.2018. Effectiveness of EXO OLO TASK Learning Model Based on Lesson Study in Geography Learning IOP Conf. Ser .: Earth Environ. Sci. 145 012038 Parjito. 2015. Vision of 21st Century Geography Education. Proceedings of the P3GI National Seminar. Poor. ISBN: 978 - 602 - 71506 - 3 – 8 Prayitno.2009 Basic Teaching and Praxis Education. Grasindo. Jakarta Sardiman. 2010. Interaction and Motivation of Learning Teaching. Jakarta. Rajawali Press Silbermen, L. Melvin. 2006. Active Learning: 101 Learning Methods Active Students. Bandung. Nusamedia Law Number 20 of 2003 concerning National Education Systems Woolfolk. 2009. Educational Psychology (Active Learning Edition), Tenth Edition. Yogyakarta. Student Library
Pada saat ini sistem pembelajaran sudah berbasis teknologi digital agar siswa mampu mengembangkan kemampuan dan berdaya saing. Selain itu, model Problem Based Learning (PBL) juga menjadi cara untuk melatih siswa agar dapat berpikir kreatif dalam menyelesaikan permasalahan yang ditemui. Tujuan dari penelitian ini yaitu untuk mengetahui bentuk pembelajaran pada abad ke-21, kecerdasan spasial dalam pembelajaran geografi dan urgensinya, dan Problem Based Learning dalam meningkatkan kemampuan berpikir spasial. Adapun metode yang digunakan yaitu studi literatur dan eksperimen. Studi literatur digunakan dalam menganalisis permasalahan terkait pembelajaran pada abad ke-21 dan kecerdasan spasial. Sedangkan metode eksperimen digunakan untuk melihat kemampuan berpikir spasial dengan model Problem Based Learning. Hasil penelitian ini yaitu bentuk pembelajaran pada abad ke-21 saat ini berbasis teknologi digital karena sumberdaya manusia mulai digantikan oleh artificial intelligence mengikuti perkembangan zaman. Kecerdasan spasial dalam pembelajaran geografi menjadi suatu kemampuan dasar yang harus dimiliki oleh siswa karena berkaitan dengan kemampuan untuk menilai suatu fenomena secara spasial. Model Problem Based Learning yang diterapkan mempengaruhi kecerdasan spasial siswa dengan nilai thitung 10,43 > ttabel 2,03.
Tujuan penelitian ini adalah memahami fakta, proses, dan fungsi musikal yang digunakanuntuk mencapai tujuan pengembangan suasana ibadah dan melihat kompleksitas cara, struktur, dansistematisasi musikal dalam membangun suasana ibadah melalui pola dan metode tertentu dari parapendukung ibadah. Penelitian ini menerapkan perspektif pergelaran (performance perspective) untukmengkaji aktivitas ritual keagamaan untuk mengungkap peran aspek-aspek teknis-artistik dalamperibadatan. Ide pokok strategi musikal dalam proses ritual adalah suatu metode dan rekayasa musikaltertentu yang dapat memberikan kontribusi terhadap proses ritual. Suatu strategi dan rekayasa musikalberdampak pada kesan, intensitas, pengalaman, atau pemahaman pelaku terhadap objek, tujuan danaktivitas ibadah.
The spatial distribution of populations and settlements is in line with connectivity and accessibility within a city area. Delineation of Batusangkar City exists in 3 sub-districts and 6 Nagari, causing settlement concentration in certain areas will form a certain distribution pattern and different settlement, the occurrence of diversity patterns distribution as a form of uneven population distribution. So that information is needed regarding changes in land use and patterns of settlement distribution in relation to land use in urban planning. This study aims to discover the changes in area and distribution patterns of settlements. This research method is quantitative descriptive using secondary data and then analyzed using the nearest neighbor analysis. The results of the study showed the change in the distribution of settlements to areas close to public facilities such as offices, schools, and universities. Batusangkar City area has a Pureisolated type pattern, while based on the Alvin L. Bertrand category it has a Line Village Community pattern, then based on the calculation of the nearest neighbor analysis it is categorized as Clustered.
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