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
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
Bab 5 buku ajar ini akan menjelaskan tentang keterampilan dasar mengajar guru yang meliputi: keterampilan bertanya (questioning skills), keterampilan memberikan penguatan (reinforcement skills), keterampilan mengadakan variasi (variation skills), keterampilan menjelaskan (explaining skills), keterampilan membuka dan menutup pembelajaran (set induction and closure skills), keterampilan membimbing diskusi kelompok, keterampilan mengelola kelas dan keterampilan pembelajaran perorangan.
Artikel ini menjelaskan pentingnya keterampilan berkomunikasi (public speaking) di Era Revolusi Industri 4.0 yang ditandai dengan tiga literasi utama yaitu literasi data, literasi teknologi dan literasi manusia.
Tujuan penelitian ini adalah untuk meningkatkan aktivitas belajar siswa dalam pembelajaran Geografi melalui penerapan metode “Jumping Task”. Metode “Jumping Task” adalah metode pembelajaran yang ditandai dengan pemberian soal atau tugas yang menantang kepada siswa sehingga diharapkan siswa akan bekerja sama dalam mengerjakan soal/tugas tersebut melalui dialog, interaksi dan kolaborasi yang dikelola secara efektif dan efisien oleh guru. Aktivitas belajar yang diamati dalam penelitian ini adalah aktivitas belajar individu, aktivitas belajar berpasangan, aktivitas belajar dalam kelompok dan aktivitas belajar klasikal. Penelitian tindakan kelas ini dilaksanakan sebanyak tiga kali pembelajaran/siklus di di kelas X SMA Islam Al Istiqamah, Pasaman Barat. Hasil penelitian memperlihatkan bahwa penerapan metode “jumping task” berhasil meningkatkan aktivitas belajar siswa dengan tingkat capaian di atas 80% pada semua jenis aktivitas belajar yang diobservasi.Kata Kunci : Aktivitas Belajar, Pembelajaran Geografi, Metode Jumping TaskThe objectives of this research is to improve the students learning activities in geography learning through the implementation of Jumping Task Method. Jumping Task Method is a learning method that is characterized by the provision of a matter or a challenging task to the students so that the students will be expected to cooperate in work on the problems / tasks through dialogue, interaction and collaboration are managed effectively and efficiently by the teacher. Learning activity observed in this study is the individual learning activities, and learning activities in pairs, group learning activities and activities of classical learning. This classroom action research conducted three times learning / cycle in class X SMA Islam Al Istiqamah, Pasaman Barat. The results showed that the implementation of the jumping task method successfully improving student learning activities with performance levels above 80% in all types of learning activities were observed.Keywords : Learning Activitiy, Geography Learning, Jumping Task Method
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