AbstrakMedia Pembelajaran merupakan bagian penting dalam proses kegiatan belajar mengajar. Karena dengan penggunaan  media, peserta didik akan dapat lebih bisa menyerap dan memahami materi yang disampaikan didalam maupun diluar kelas. Media terbagi kedalam berbagai jenis, antara lain media cetak yaitu; buku,  modul, LKS, dan juga media elektronik yaitu; video, audio, presentasi multimedia dan juga bisa menggunakan konten daring atau online. Untuk mengukur sejauh mana keberhasilan kegiatan belajar mengajar didalam kelas, guru melakukan evaluasi. Bentuk evaluasi tersebut bisa bermacam-macam. Diantaranya bisa berupa kuiz, presentasi individu atau kelompok, test tertulis dan juga menggunakan media kahoot yaitu dengan cara memasukkan soal pilihan ganda ke aplikasi kahoot yang  menggunakan fasilitas internet agar dapat terkoneksi lewat  handphone atau laptop peserta didik  untuk dapat  langsung  menjawab kuis yang disajikan oleh  pendidik.  Peserta  didik  bisa melihat hasilnya secara langsung dengan urutan peringkat. Ada dua tipe dalam menggunakan kahoot yaitu klasik dan mode. Media kahoot di gunakan sebagai variasi dalam kegiatan belajar mengajar, dikarenakan peserta didik butuh pembelajaran yang tidak monoton dan guru pun lebih bisa menggunakan media kahoot ini untuk menunjang pembelajarannya didalam kelas, sehingga anak lebih termotivasi dalam belajar dan merasa senang ketika proses kegiatan belajar mengajar sedang berlangsung. Kata kunci: Media Kahoot, Media pembelajaran berbasis game, variasi pembelajaran AbstractLearning Media is an important part in the process of teaching and learning activities. Because with the use of media, students will be able to better absorb and understand the material delivered inside and outside the classroom. The media is divided into various types, including print media, namely; books, modules, worksheets, and also electronic media namely; video, audio, multimedia presentations and can also use online or online content. To measure the extent of the success of teaching and learning activities in the classroom, the teacher evaluates. The form of evaluation can vary. Among them can be in the form of quizzes, individual or group presentations, written tests and also using kahoot media by entering multiple choice questions into the kahoot application that uses internet facilities so that they can be connected via students' cellphones or laptops to be able to directly answer quizzes presented by educators. Learners can see the results directly with the ranking order. There are two types of using kahoot namely classic and fashion. The media of kahoot is used as a variation in teaching and learning activities, because students need learning that is not monotonous and the teacher is more able to use this kahoot media to support their learning in the classroom, so that children are more motivated in learning and feel happy when the teaching and learning process is underway .  Keywords: Kahoot Media, Game-based learning media, learning variation

<p>The rationale of conducting this research came from observations carried out in Junior High Schools in Padang City regarding the large amounts of BOS (School Operational Assistance Fund Program) funds being returned to the government from schools. This phenomenon indicates that the government has not reached the targeted execution rates of BOS funds given to schools. The research method used to analyze the factors causing the low absorption of BOS funds was a descriptive method with a quantitative approach through percentage equations. According to the BOS budgets, the results obtained were 43.9% of schools involved teachers, education personnel, and school committees in planning activities. 43.7% of schools were able to account for the financial reports of BOS funds, while 51.8% of schools were wrong in understanding the regulations. In managing BOS funds, 59.9% of schools had competent human resources, actively participated in Bimtek activities, and had integrity. Only 29.3% of schools carried out administrative activities according to regulations.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0773/a.php" alt="Hit counter" /></p>

Penelitian yang telah dilakukan bertujuan untuk mengetahui dampak peningkatan pemahaman konsep metodologi penelitian untuk mahasiswa semester 7 jurusan tadris Biologi FTIK IAIN Kerinci. Metode penelitian yang digunakan adalah pre experimental dengan desain one group pre-test post test design. Sampel pada penelitian ini adalah semua mahasiswa semester 7 yang menghadiri kegiatan kuliah umum yang berjumlah 84 orang. Kuliah umum diberikan oleh dosen-dosen yang sudah profesional di bidangnya baik itu dalam penelitian kulitatif maupun penelitian kuantitatif. Pemahaman materi metodologi penelitian mahasiswa diperoleh dari soal pemahaman konsep metodologi penelitian yang dibagikan kepada mahasiswa setelah kegiatan kuliah umum dilaksanakan. Kegiatan kuliah umum ternyata berdampak terhadap peningkatan pemahaman konsep mahasiswa\ terhadap materi metodologi penelitian yang dapat dilihat dari nilai N-Gain pemahaman mahasiswa pada masing-masing indikator. Nilai N-Gain pada indikator mencontohkan dan mengklasifikasikan adalah 0,56 dan 0,31 yang berada pada kategori sedang. Nilai N-Gain pada indikator membandingkan dan menjelaskan adalah 0,15 yang berada pada kategori rendah. Mahasiswa semester 7 lebih memahami materi karena pada kegiatan kuliah umum tersebut pemateri menyajikan masalah sesuai dengan masalah yang dihadapi mahasiswa semester 7 yang sedang menjalani proses pembuatan proposal.

The quality of online learning was felt by some students to be less effective. The quality of learning in question is related to student activity and student learning outcomes.  Alternatif assessment is a solution in improving the quality of student learning in the physics learning outcome evaluation course. this is because the alternatif assessment can make an assessment for all aspects desired by the educator. The form of assessment can be mutually agreed upon between students and educators. The purpose of this study was to determine the increase in student activity and the increase in student learning outcomes in the evaluation of physics learning outcomes. The <N-Gain> value for increasing student activity was 0.4 while the <N-Gain> value for increasing student learning outcomes was 0.72. The increase in student learning activeness is in the medium category and the increase in student learning outcomes in the physics learning outcome evaluation course is in the high category.Keywords: learning quality, alternatif assessmentABSTRAK Kualitas pembelajaran daring dirasakan kurang efektif oleh beberapa mahasiswa. Kualitas pembelajaran yang dimaksud terkait dengan keaktifan mahasiswa dan hasil belajar mahasiswa. Asesmen alternatif menjadi solusi dalam meningkatkan kualitas pembelajaran mahasiswa pada mata kuliah evaluasi hasil belajar fisika. hal ini disebabkan karena asesmen alternatif dapat melakukan penilaian untuk keseluruhan aspek yang diinginkan oleh pendidik. bentuk penilaian dapat disepakati bersama antara peserta didik dan pendidik  Tujuan penelitian ini adalah untuk mengetahui peningkatan keaktifan mahasiswa dan peningkatan hasil belajar mahasiswa dalam perkuliahan evaluasi hasil belajar fisika. Nilai <N-Gain> untuk peningkatan keaktifan mahasiswa sebesar 0,4 sedangkan nilai <N-Gain> untuk peningkatan hasil belajar mahasiswa sebesar 0,72. Peningkatan keaktifan belajar mahasiswa berada pada kateogori sedang dan peningkatan hasil belajar mahasiswa pada mata kuliah evaluasi hasil belajar fisika berada pada kategori tinggi.Kata kunci: kualitas pembelajaran, asesmen alternatif

This research is motivated by the unavailability of video recorder that serves to provide feedback on student performance in microteaching lectures. The purpose of this study was to obtain a description of student responses to the use of google classroom with youtube media in microteaching lectures and how the role of google classroom accompanied by youtube media in improving the quality of microteaching lectures. The researcher recorded the student’s performance, uploaded it to the youtube channel, and displayed it via google classroom. The method used is descriptive methods. The results showed that 94% of students agreed that the use of Google Classroom along with YouTube media could provide constructive feedback to students, 100% of students agreed with the use that could be an introspection material for students' teaching skills, and 90.6% of students agreed that through the use of it can improve the quality of microteaching lectures, which is characterized by an increase in students' teaching skills. The intended teaching skills are opening lessons, explaining material, questioning, giving reinforcement, making variation, using media, class management, and closing lessons. The improvement of the quality of microteaching lectures is in the medium category with <N-Gain> value of students by 0.54.