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 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.

The New Lingkar Nipah route (Bukit Gado-Gado) is located in the Gunung Padang area which is a fast access to the air manis beach from the Padang Beach route through the Siti Nurbaya bridge. Lingkar Nipah is located in the District of South Padang, topographic with 0-15% slope above sea level. it aims to analyze; 1) facilities supporting accessibility in the New Route Lingkar Nipah area, 2) infrastructure supporting accessibility in the New Route Lingkar Nipah area. This research is a descriptive study, which analyzes the availability of accessibility as well as facilities and infrastructure to support the new route Lingkar Nipah. The technique of gathering informants is where the relevant agencies are directly related to the new Lingkar Nipah route. Data collection is obtained through interviews and observations in the field. Results of the study 1) Supporting facilities for accessibility in the new route area of the Nipah Ring in some parts are adequate but incomplete such as drainage at several points, road shoulders and temporary stop areas that only use shoulders that are the size they should be while, supporting facilities are not yet in the area of the New Route Lingkar Nipah is a signaling device (Light Traffic Light), a bend mirror, a guardrail between the shoulder of the road and the ravine, a pedestrian path (sidewalk) and a line of surprise. 2) Accessibility supporting infrastructure in the new route area of the Nipah Ring in some parts is adequate, namely warning signs and road lines, as well as inadequate supporting infrastructure, namely street lighting, signposts, command signs and glass balls of road markers Keywords: Facilities, Infrastructure, Lingkar Nipah

Nagari Batuhampar is a village located in Akabiluru District, Limapuluh Kota Regency. Nagari Batuhampar has physical and social potential that can be used as a tourist destination. This has been planned in the Nagari Strategic Plan which will develop tourism in the form of religious tourism. However, the problem in the field is that there is no map as a reference for regional development. The Nagari government views the importance of making this map as an aspect of regional development decision making. This research is classified as a descriptive quantitative survey research, which explains the phenomena in the field in accordance with the original situation. The purpose of this study is to map the location of the objects of religious tourism destinations in Nagari Batuhampar. This is intended so that the development of tourism-based areas is more monitored, mapped, planned, and evaluated. The result of the research states that the tourism object location points are along the road. This can be developed later to diversify attractions between tourism locations.

This article was written to explain the suitability between the scores of advance learning activities achieved by students with the "gain score" from the results of the pre-test and post-test of HOTS questions. Advance learning activities include, 1)analyzing, 2)communicating/dialogue, 3)discussing/collaborating. Whereas HOTS question is a question that testing students’ creativity and strategy in solving problems and is at the level of C4 (analyzing), C5 (evaluating) and C6 (Creating). EXO OLO TASK Learning Model was applied in this quasi-experimental research for four meetings in class X IS 1. The model was practiced by a model teacher and learning activity data was collected by six observers. The suitability was obtained by percentage analysis and strengthened by correlation test with the help of SPSS version 20. The results showed that, 1) during learning, all students showed consistent basic learning activities; 2) most students had a "gain score" in the medium category. While 24.13% of students were able to reach high categories and only 6.89% of students with low gain scores, 3) 65.51% of students had scores of learning activities that match the "gain score" and 34, 48% did not. The implementation of this model has only been applied in one class and one school so that it is necessary to implement it in broader classes and schools.