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High Order Thinking Skills (HOTS) are abilities that students in the 21st century must acquire. Problem-based learning is one of the learning models to improve high order thinking skills. E-module is an innovative teaching tools used in geography education. Geography is the main focus of education in the 21st century, especially related to environmental issues. This study aimed to determine the effect of PBL with e-module based on HOTS to student’s learning interest in studying geography. The research population consisted of second-year students (grade 11) of social class in SMAN 2 Semarang (Public Senior High School). This research used a factorial experimental design. The data was collected using a test measuring HOTS and a questionnaire measuring enthusiasm for learning geography. The data were analysed using statistics, including the normality test, the homogeneity test, and hypothesis testing with the T-test, linear regression, and two-way ANOVA. The results found that: 1) PBL with e-modules had a significant effect on HOTS; 2) student’s interest in studying geography had no significant effect on HOTS; 3) there was no effect between PBL and e-modules with student’s interest in studying geography on HOTS. The HOTS test results were unaffected by the increase or decrease in student’s interest. The HOTS is not influenced by student’s interest in studying geography, but rather by the actual learning; 4) the highest indicator of developing HOTS is the capacity for abstract thought; 5) students conclude that using e-modules in PBL can improve interest for solving environmental issues. The combination of e-module content with project-based learning motivates students to protect the environment.

The 2013 Curriculum emphasizes the importance of incorporating ICT to improve learning effectiveness. One framework that is useful in this context is TPACK, which stands for Technological Pedagogical Content Knowledge. This research aims to examine the ability of geography teachers to utilize TPACK and to support teachers in implementing technology-based learning models with the guidance of 21st-century education. One specific type of online learning platform that can be used in this context is MOOC or Massive Open Online Course. The research employed a development research methodology and used the ADDIE model. The sample for need analysis consisted of 30 geography teachers from SMA/MA schools in West Sumatra, with the experiment school being SMA Negeri 1 Pariaman and SMA Negeri 1 Bukittingi. The results of the research indicate that the development of a TPACK-based MOOC learning model for SMA/MA Geography teachers in West Sumatra is both feasible and appropriate. This model effectively helped teachers to integrate the three main aspects of learning, namely content, pedagogy, and technology. The results of the geography teacher TPACK mapping show that the teachers are in the medium category. The implementation of the TPACK-based MOOC learning model also showed an increase in learning outcomes, with an N-gain score of 0.71 at SMA Negeri 1 Pariaman and 0.62 at SMA Negeri 1 Bukittinggi. The teachers and students involved in the study reported that the use of TPACK and MOOC learning facilitated asynchronous learning and virtual learning.

This article was written to explain the ability of Geography Education students to do horizontal evacuation to a tsunami safe zone in Padang City and a silent simulation as an alternative of horizontal evacuation. In this research, respondents were asked to do horizontal evacuation in 3 ways, that is walking, power walking and running. The measurement result data were analyzed and compared with the estimated arrival time of tsunami wave in three scenarios based on gender. The results of the research are 1) 47.76 % of respondents did not know the nearest tsunami safe zone from their places; 2) if the earthquake and tsunami scenarios 1 and 2 occurred, the recommended horizontal evacuation technique was running. Silent simulation is a horizontal evacuation simulation carried out independently by residents without waiting for the simulation schedule by the government or related institutions. Silent simulation can be done alone, with family, or with the closest neighbours and combined with daily activities such as marathons or jogging. Through this silent simulation practice, residents can find out the most appropriate evacuation method and the fastest evacuation route to the nearest tsunami safe zone from their respective homes. Keywords: silent simulation, geography education, tsunami safe zone, Padang Artikel ini ditulis untuk menjelaskan kemampuan mahasiswa Pendidikan Geografi dalam melakukan evakuasi horizontal ke zona aman tsunami di Kota Padang dan silent simulation sebagai alternatif evakuasi horizontal. Dalam penelitian ini, responden diminta melakukan evakuasi horizontal dengan 3 cara, yaitu jalan kaki, jalan cepat dan lari. Data hasil pengukuran dianalisis dan dibandingkan dengan perkiraan waktu tiba gelombang tsunami pada tiga skenario berdasarkan jenis kelamin. Hasil penelitian adalah 1) 47,76% responden tidak mengetahui zona aman tsunami terdekat dari tempatnya; 2) jika terjadi gempa bumi dan tsunami skenario 1 dan 2, maka teknik evakuasi horizontal yang direkomendasikan adalah berjalan. silent simulation merupakan simulasi evakuasi horizontal yang dilakukan secara mandiri oleh warga tanpa menunggu jadwal simulasi oleh pemerintah atau instansi terkait. silent simulation bisa dilakukan sendiri, bersama keluarga, atau dengan tetangga terdekat dan dipadukan dengan aktivitas sehari-hari seperti maraton atau jogging. Melalui latihan silent simulation ini, warga dapat mengetahui metode evakuasi yang paling tepat dan jalur evakuasi tercepat menuju zona aman tsunami terdekat dari rumah masing-masing. Kata Kunci: Silent simulation, Pendidikan geografi, Zona aman tsunami, Padang

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 concerning 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

This article aims to improve the ability of teachers and students to make media maps arise and improve teacher understanding and ability in terms of understanding pedagogical aspects that can be seen from the process of designing a Learning Implementation Plan (LIP) especially in terms of choosing a model or learning method. This activity was held at SMAN 2 using training methods, question and answer, and practice. In accordance with the objectives of the implementation of the activity, it is expected that teachers and students have an increased ability in terms of mastery to make map media arise. Then the teacher can also improve the teacher's understanding/ability in terms of understanding pedagogical aspects that can be seen from the process of designing the LIP especially in terms of choosing a learning model. By carrying out training to improve teacher skills in developing learning media, Geography Teachers are expected to have sufficient competence in terms of designing and utilizing media so that quality learning is created.

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 Copyright (c) 2018 Geosfera Indonesia Journal and Department of Geography Education, University of Jember Copyright Notice This work is licensed under a Creative Commons Attribution-Share A like 4.0 International License

Tujuan penelitian ini adalah memahami fakta, proses, dan fungsi musikal yang digunakan untuk mencapai tujuan pengembangan suasana ibadah dan melihat kompleksitas cara, struktur, dan sistematisasi musikal dalam membangun suasana ibadah melalui pola dan metode tertentu dari para pendukung ibadah. Penelitian ini menerapkan perspektif pergelaran (performance perspective) untuk mengkaji aktivitas ritual keagamaan untuk mengungkap peran aspek-aspek teknis-artistik dalam peribadatan. Ide pokok strategi musikal dalam proses ritual adalah suatu metode dan rekayasa musikal tertentu yang dapat memberikan kontribusi terhadap proses ritual. Suatu strategi dan rekayasa musikal berdampak pada kesan, intensitas, pengalaman, atau pemahaman pelaku terhadap objek, tujuan dan aktivitas ibadah.

‘Praise and worship’ (‘pujian dan penyembahan) adalah aktivitas ibadah olehkomunitas gereja aliran Kharismatik yang bertujuan untuk memuji danmenyembah Tuhan yang dilakukan melalui nyanyian dan penyajian musik. Bentukdan sifat musik gospel rohani ini cenderung menunjukkan ciri-ciri dan sifat musikmusik pop. Permasalahan utama dalam tulisan ini membahas bentuk, fungsi, danpandangan gereja terjadap musiknya. Penelitian ini menggunakan pendekatandeskriptif kualitatif, yaitu mendeskripsikan dan menganalisis struktur musik danpenggunaannya dalam konteks aktivitas ibadah. Berdasarkan analisis musikal dankontekstual, nampak interelasi antara unsur-unsur yang menonjol, yaitu syair danmelodi lagu yang didukung rhythm musik yang memberikan stimulasi emosi atauperasaan dan suasana tertentu yang sesuai dengan konteks ibadah. Syair atau liriklagu terbingkai melodi lagu yang melodius repetitif (berulang-ulang) dan sekuen.Rythm musik dengan beat yang jelas menjadi dasar irama lagu yang kuat untukmenekankan keserempakan dan soliditas tempo lagu yang dinyanyian oleh jemaat.Keberadaan musik dalam ibadah memiliki fungsi antara lain (1) lirturgis, (2)komunikasi, (3) pengajaran (dokrin), (4) pewartaan Injil, dan (5) integrasi sosialjemaat. ‘Gospel Music’ as a Spiritual-Musical Expression of Charismatic ChristianChurch Community. ‘Praise and worship’, religious activity by a charismatic Christian churchcommunity aims to praise and worship the Lord, which is done by singing and playing music.The shape and nature of gospel music in church worship ishh likely to show characteristics andproperties of pop music. Problems in this study relate to the form and function of music as wellas the Church’s view of the music. The method used in this research is a descriptive qualitativeapproach, to describe the analysis of the structure of music and use of music in the context ofchurch worship activity. Based on these results, it can be concluded that the apparent interrelationbetween the musical elements that stand out the lyric and melody backed music rhythm stimulatingemotions or feelings and a certain atmosphere appropriate to the context of worship. Poetry or songlyrics are framed melodious repetitive melody (repeatedly) and sequences. The rhythm of musicwith a clear beat to the rhythm of the song is a strong foundation to emphasize simultaneity andsolidity tempo of song sung by the congregation in worship. Music has several functions such as(1) liturgical, (2) communication, (3) teaching (doctrine), (4) preaching the gospel, and (5) socialintegration of church.

This article cope to elaborate an perception to aspect of influence Gospel as cultural element of Afro-Amerika, specially influence Gospel to culture of music of Christian Charismatic church in Indonesia. Aspect of Influence Gospel which require to be studied are elements of what entering as influence, where that elements enter, and also any kind of later on happened to the cultural elements of Gospel in Indonesia, specially in community of Christian Charismatic church. Cultural of music discussed in this case is music of Christian Charismatic church at a period of last two decade expanding at the time of Gospel start to look its influence. Approach Etnomusikologi done/conducted with the descriptive model analysis qualitative and comparability. Hereinafter subject of related to music aspect analysed and attributed to assorted of phenomenon, background, function, form the (structure) and its correlation with the structure ritual (divine liturgy). Analyse with the comparison and interpretation[of playing important role in this case. Especially to see the elements of according to, adaptation, variation and modify from element and music structure. Visible hereinafter there is change and continuity from element of music Gospel having an effect on to the church music elements. Key words : acculturation, music, gospel, charismatic church

21st-century education affected pre-service teachers to have TPACK competencies. One way to support pre-service teacher to have TPACK competencies is through teaching materials. The development of e-modules, particularly those of geospatial technology, was prompted by the poor quality of the instructional materials utilized in geography classes. Therefore, a need analysis is required before designing and developing the e-modules. This research evaluated a need analysis based on the PRISMA 2020 guidelines. This research aimed to explain the need analysis related to: 1) curriculum documents, 2) the lecturing process, 3) the availability of laboratories, and 4) the student's need for e-module based on geomorphology course. The data was collected from 186 university students who were preparing as pre-service geography teachers. The results indicated that pre-service geography teachers required e-modules to support the course and achieve TPACK competencies. The developed e-modules are expected to support in geomorphology lectures through the use of geospatial data, websites, and applications. [ABSTRACT FROM AUTHOR]