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Learning in the millennial era provides significant changes in technology and communication. The COVID pandemic period requires every educational institution, especially universities, to carry out online learning. This influences the performance of lecturers in the online learning process, especially the implementation of hybrid learning at Universitas Negeri Yogyakarta (UNY). The purpose of this study is to (1) describe the implementation of hybrid learning at UNY; (2) know the hybrid learning lecture model carried out at UNY; (3) describe the results of hybrid learning evaluation. This research is an evaluation study with a mixed-method approach that is a mixture of qualitative and quantitative. The evaluation model selected is the CIPP model from Stufflebeam. This model was chosen because the evaluation is comprehensive, including (1) context, (2) input, (3) process, and (4) product. The results show that the hybrid learning evaluation model developed through the instrument already met an excellent construct of loading factor values and had a composite reliability score above 0.7 and Cronbach alpha above 0.6. Implementation of difficulties or obstacles to hybrid learning includes heterogeneity of origin of student residence to make the emergence of internet network signal problems. In comparison, the problem of lecturers is that not all lecturers have skills for technology and media in the implementation of hybrid learning. The results of hybrid learning evaluation showed that the value of context, input, process, and product aspects fall into the category of "excellent," i.e., with a total average score of 3.05.

The positive impact of questioning skills is quite large on the learning process and student learning outcomes. Low questioning skills can cause students to hesitate when asking questions, thus forgetting the main idea of the question to be conveyed it affects effective learning in the classroom. The purpose of this study was to compare the difference in pretest scores before and post-test after participating in content mastery services. The research method used is quantitative using a Pre-Experiment design with One Group Pretest-Post-test Design. The subjects of this study were 36 students at Ponpes Perkampungan Minangkabau Padang. Determination of the subject of this study using a purposive sampling technique. The instrument used in this study was a self-assessing skill scale that had been tested for validity and reliability. The data analysis technique used is the Wilcoxon Signed Rank Test. The results of the data analysis stated that there was a significant difference in scores on the pretest and post-tests of students' questioning skills after participating in the content mastery service. Thus, content mastery services are effective in improving students' questioning skills.

The phenomenon of the number of LGBT cases that appear among teenagers motivates this research. Therefore, the purpose of this research is to find out how students understand about LGBT. This research is a quantitative research using a quantitative approach. Students from class X Madrasah Aliyah in the city of Padang were the subject of this study. The sampling technique used was purposive sampling with criteria 1) students who did not live with their parents, and 2) students who had more friends of the same sex than those of different genders. The instrument used is a questionnaire on students’ understanding of LGBT and the Likert model scale. The data processing of this research used statistical fit analysis through the Rasch Model application and the t-test using the SPSS application. The results of the study show 1) The instruments used to measure students’ understanding of LGBT have good quality to be used in revealing students’ understanding of LGBT; 2) overall, students’ understanding of LGBT is in the pretty good category and a few students understand LGBT, which is in the low and good categories; and 3) There are differences in understanding of LGBT between male students and female students.