<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>

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.

Penelitian ini bertujuan untuk mengetahui apakah penerapan pembelajaran leading by example efektif jika diterapkan dalam mata kuliah micro teaching. Penelitian ini urgent untuk diteliti dikarenakan perlunya peningkatan keterampilan mengajar yang harus dimiliki oleh calon Guru di masa depan. Penelitian ini menggunakan metode pre experimental dengan one group pre-test post-test design. Sampel dalam penelitian ini adalah mahasiswa semester 7 lokal A yang berjumlah 19 mahasiswa. Jumlah keterampilan mengajar yang dinilai adalah delapan komponen utama dengan tiga puluh lima komponen pendamping. Hasil yang diperoleh menyatakan bahwa penerapan pembelajaran leading by example efektif diterapkan dalam mata kuliah micro teaching  yang ditandai dengan peningkatan keterampilan mengajar mahasiswa setelah diterapkannya pembelajaran tersebut. Peningkatan berada dalam kategori sedang dan tinggi melalui analisis nilai <N-Gain> di setiap indikator keterampilan mengajar.

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