Vol. 4 No. 4 (2025): DESEMBER 2025
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Indonesia (23)
Articles
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Peranan Evaluasi Pembelajaran Berbasis Web Kahoot
Muhammad Fauzil Azim, Nadila Ramadani, Zulfani SesmiarniShow Abstract | Download PDF | DOI: 10.31004/koloni.v4i4.769 | Check in Google Scholar
This study aims to analyze the role of web-based learning evaluation using Kahoot as an innovation to enhance evaluation quality in the digital era. Technological transformation requires teachers to implement evaluation methods that are more interactive and efficient compared to traditional evaluations, which tend to be monotonous and less engaging. Kahoot, as a web-based evaluation platform, offers an interactive quiz model with gamification elements that can improve students’ motivation, participation, and engagement. This research employs a literature review method by examining journal articles, books, proceedings, and research reports published within the last five years. The analysis was conducted using a content analysis approach to produce theoretical synthesis regarding the effectiveness, benefits, and challenges of using Kahoot in learning evaluation. The findings indicate that Kahoot plays a significant role in supporting more engaging learning evaluations through game mechanics, leaderboards, immediate feedback, and dynamic visual displays. The platform also assists teachers in improving evaluation efficiency by providing automatic and real-time results. However, Kahoot presents several limitations, such as dependence on stable internet connectivity, the need for adequate devices, limited types of questions, and the necessity of training for both teachers and students. Despite these challenges, Kahoot’s potential as an evaluation tool remains high due to its ability to enhance students’ cognitive, affective, and psychomotor domains. Therefore, integrating Kahoot into learning evaluation can be an effective strategy to foster more innovative learning processes aligned with the needs of 21st-century education.1-11 -
Identifikasi Proses Pengemasan Dan Saluran Distribusi Pemasaran Benih Jagung Hibrida Di PT. Soebandi Raja Agriculture
Rindani Ayu Sintia, Navita MaharaniShow Abstract | Download PDF | Check in Google Scholar
The high demand for corn in the domestic market presents an opportunity for seed companies in Indonesia. PT. Soebandi Raja Agriculture is an Indonesian company that plays a key role in meeting the need for high-quality corn seeds. In the corn seed production process, in addition to seed quality, proper product packaging is also essential. Distribution channels are also crucial for a company. This study aims to identify the packaging process and marketing distribution channels for hybrid corn seeds implemented at PT. Soebandi Raja Agriculture. This study uses a qualitative approach conducted inductively to obtain comprehensive and in-depth data. Data collection techniques used observation and interviews. The results show that the hybrid corn seed packaging process is carried out manually with the help of simple tools such as digital scales and sealer machines. PT. Soebandi Raja Agriculture applies three distribution channel patterns: cooperation with the government, direct sales, and free market targeting.12-19 -
Analisis Peran Pedagogis Guru dalam Desain Instrumen Tes Uraian untuk Stimulasi Berpikir Kritis pada Siswa Mata Pelajaran IPAS Sekolah Dasar (SD)
Fauziyyah Azzahra, Aulia Aulia, Salsabila Putri Siregar, Lufia Dwi Yanti, Zulfani SesmiarniShow Abstract | Download PDF | DOI: 10.31004/koloni.v4i4.772 | Check in Google Scholar
This study aims to analyze the pedagogical role of teachers in designing essay test instruments to stimulate critical thinking skills of fifth-grade students in elementary school science subjects. The study used a literature review method by examining various scientific sources, such as SINTA-indexed national journal articles, textbooks, and relevant research that discuss learning evaluation, test instrument development, and teacher pedagogy. The results of the study indicate that the teacher's pedagogical role significantly determines the quality of essay test instruments, especially in selecting cognitive indicators, compiling contextual stimuli, and selecting operational verbs that are appropriate to the level of critical thinking skills. Teachers who have adequate pedagogical competence are able to design essay test instruments that encourage students to analyze information, provide logical reasons, and develop answers systematically. In addition, HOTS-based essay tests have proven effective in measuring and stimulating critical thinking skills in the context of science learning. This study emphasizes the importance of improving teachers' pedagogical competence in developing evaluation instruments so that the learning process is more meaningful and oriented towards the development of higher-order thinking skills.25-29 -
Peran Google Form dalam Mendukung Evaluasi Pembelajaran di Era Digital
M. Alfaizh Anha, M.Tengku Rahmadhani, Nadia Essa Putri, Zilmi Fitria, Zulfani SesmiarniShow Abstract | Download PDF | DOI: 10.31004/koloni.v4i4.773 | Check in Google Scholar
The development of digital technology has significantly influenced the educational sector, particularly in the implementation of learning assessment. Evaluation is a fundamental component of the learning process as it serves to measure the achievement of learning objectives, students’ understanding levels, and the effectiveness of instructional strategies applied by educators. One of the digital tools widely utilized in assessment activities is Google Form. This article aims to examine the role of Google Form in supporting learning evaluation in the digital era through a comprehensive literature review. The method employed was a literature study by collecting data from scientific journals, reference books, and various relevant publications related to the use of Google Form as an assessment medium. The results of the review indicate that Google Form offers several advantages, including ease of access, flexible usage, time efficiency, and automated data processing features. Furthermore, Google Form enables educators to design diverse assessment instruments, provide prompt feedback, and manage assessment results systematically. From students’ perspectives, its use facilitates more practical and interactive evaluation experiences, contributing to increased motivation and engagement in completing assessment tasks. Based on these findings, it can be concluded that Google Form plays a strategic role as an effective digital-based assessment medium that aligns with the demands of modern education.
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Analisis Perubahan Motivasi Belajar Siswa Di Tengah Tingginya Penggunaan Smartphone
Zike Farhani, Kamelia Amanda, Lovely Bunga Mellaty, Zulfani SesmiarniShow Abstract | Download PDF | DOI: 10.31004/koloni.v4i4.776 | Check in Google Scholar
Over the past decade, smartphone use among schoolchildren has increased rapidly and has become a daily activity for students. Without a smartphone for even a day, students seem to become disoriented. These devices are no longer simply used for communication; they have also become a source of entertainment, games, and access to a vast and limitless amount of information. This high level of smartphone use has also led to a decline in students' interest in learning. This study attempts to examine changes in learning motivation through a literature review, reviewing various research findings from both within and outside the country. The findings indicate that excessive smartphone use has a more negative impact on students' intrinsic motivation, concentration levels, and self-discipline. However, smartphones also have a positive side when used appropriately in a learning context, for example through e-learning or educational applications that support learning activities. Overall, this study emphasizes the need for better monitoring of smartphone use and strengthening digital literacy, so that these devices can be used to support the learning process and not hinder it.39-50 -
Evaluasi Pembelajaran Informatika Di Era Digital: Analisis Efektivitas Asesmen Berbasis Teknologi
Najla Sabillillah, Selma Junita, Trissa Desilla, Zulfani SesmiarniShow Abstract | Download PDF | DOI: 10.31004/koloni.v4i4.777 | Check in Google Scholar
The rapid advancement of digital technology has brought significant changes to learning processes, including Informatics education, which requires more authentic, adaptive, and competency-based assessment aligned with 21st-century skills. In the digital era, technology-based assessment has become increasingly essential for measuring students’ computational thinking, digital literacy, and problem-solving abilities more comprehensively. However, its effectiveness in Informatics learning has not yet been fully optimized due to limitations in teachers’ digital competence, infrastructure readiness, and unequal utilization of digital platforms across educational institutions. This study employs a library research method by reviewing recent journal articles, conference proceedings, scholarly books, and educational regulations published within the last five years that are relevant to Informatics learning evaluation and digital assessment implementation. The purpose of this study is to analyze the effectiveness of technology-based assessment in improving the quality of Informatics learning evaluation and to identify the supporting and inhibiting factors in its implementation in the digital era. The findings indicate that technology-based assessment improves the accuracy of evaluation, provides immediate feedback, supports differentiated learning, and facilitates the assessment of both process and products simultaneously. Additionally, digital platforms enable teachers to monitor students’ learning progress in real time. However, its effectiveness is still influenced by teachers’ technological literacy, network stability, and the availability of devices in schools. In conclusion, technology-based assessment has strong potential to enhance the quality of Informatics learning evaluation, yet it must be supported by improved teacher competencies, strengthened digital infrastructure, and policies that encourage continuous assessment innovation.51-62
