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All Journal Hexagone FRANCISOLA Pedagogik : Jurnal Ilmiah Pendidikan dan Pembelajaran Fakultas Tarbiyah Unversitas Muhammadiyah Aceh Jurnal PAJAR (Pendidikan dan Pengajaran) Jurnal Teknologi Pendidikan Sarwahita : Jurnal Pengabdian Kepada Masyarakat Jurnal Review Pendidikan dan Pengajaran (JRPP) Jurnal Pelayanan dan Pengabdian Masyarakat (Pamas) Jurnal ABDINUS : Jurnal Pengabdian Nusantara Jurnal Pengabdian UNDIKMA Prosiding Seminar Nasional Pengabdian Kepada Masyarakat Franconesia Journal of French Teaching, Linguistics, Literature, and Culture
Widyastuti, Wahyu Tri
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Public Health Social Sciences Other

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PELATIHAN GAMIFIKASI DALAM PEMBELAJARAN ABAD KE-21 BAGI GURU-GURU SEKOLAH DASAR ISLAM TERPADU AR RAUDHAH Wahyu Tri Widyastuti; Yusi Asnidar; Yunilis Andika; Salma Fairus Taufiq; Dwi Anggraini; Mila Auli Hartantri
Prosiding Seminar Nasional Pengabdian Kepada Masyarakat Vol. 5 No. 1 (2024): PROSIDING SEMINAR NASIONAL PENGABDIAN KEPADA MASYARAKAT - SNPPM2024
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract The integration of ICT in learning in the 21st century is necessary. In addition to improving students' digital literacy, learning using ICT can also motivate students to learn. One of the ways is through gamification. Gamification is a learning approach that uses games to increase students' motivation and interest in learning. By increasing students' motivation to learn, it is expected that students can achieve learning objectives optimally. Technology integration and gamification utilization for Ar Raudhah Integrated Islamic Elementary School teachers are still not optimal. For this reason, the French Language Education Community Service Team provided gamification training in 21st century learning for teachers at Ar Raudhah Integrated Islamic Elementary School located in Jatiasih, Bekasi. The method used was face-to-face training and tutoring. The training materials are slides and tutorials on making gamification for learning using Genially. After the training, teachers can create gamification for their lessons. Based on the post-test results, the gamification created can increase student motivation and activeness in the learning process. The training can also improve teachers' self-development. Abstrak Integrasi TIK dalam pembelajaran di abad ke-21 sangatlah diperlukan. Selain untuk meningkatkan literasi digital siswa, pembelajaran menggunakan TIK juga dapat memotivasi siswa dalam belajar. Salah satu caranya yaitu dengan gamifikasi. Gamifikasi merupakan pendekatan pembelajaran yang menggunakan game atau permainan untuk meningkatkan motivasi dan ketertarikan siswa dalam belajar. Dengan meningkatknya motivasi belajar siswa, diharapkan siswa dapat mencapai tujuan pembelajaran dengan maksimal. Integrasi teknologi dan pemanfaatan gamifikasi bagi guru-guru Sekolah Dasar Islam Terpadu Ar Raudhah masih belum optimal. Dengan alasan itulah, Tim Pengabdian Kepada Masyarakat Pendidikan Bahasa Prancis memberikan pelatihan gamifikasi dalam pembelajaran abad ke-21 bagi guru-guru di Sekolah Dasar Islam Terpadu Ar Raudhah yang terletak di Jatiasih, Bekasi. Metode yang digunakan berupa pelatihan dan tutotial secara tatap muka. Materi pelatihan yaitu salindia dan tutorial pembuatan gamifikasi untuk pembelajaran menggunakan Genially. Setelah mengikuti pelatihan, guru-guru diminta untuk membuat game sesuai dengan pembelajarannya masing-masing. Guru-guru lalu mempresentasikan hasil kerjanya dan Tim Pengabdian Kepada Masyarakat meberikan saran dan masukan atas hasil kerja yang dibuat guru-guru. Setelah mengikuti pelatihan, guru-guru dapat membuat gamifikasi untuk pembelajaran yang diampu. Berdasarkan hasil post-test, gamifikasi yang dibuat dapat meningkatkan motivasi dan keaktifan siswa dalam proses pembelajaran. Pelatihan yang dilakukan juga dapat meningkatkan pengembangan diri guru-guru.
Féminisme Beauvoirien dalam Kumpulan Cerpen La Femme Rompue Karya Simone de Beauvoir Nurlita Fitriah; Dewi, S.S., M.Hum., Evi Rosyani; Tri Widyastuti, Wahyu
Franconesia Vol. 3 No. 2 (2024): Franconesia: Journal of French Teaching, Linguistics, Literature and Culture
Publisher : Program Studi Pendidikan Bahasa Prancis FBS UNJ

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/franconesia.32.3

Abstract

This research intends to gain the Beauvoirian feminism characteristics present in the collection of short stories La Femme Rompue by Simone de Beauvoir. These Beauvoirian feminism characteristics are as follows: 1. Women are capable of working; 2. Women can become intellectuals; 3. Women can work towards the social transformation of society; 4. Women can reject their otherness by identifying themselves through the perspectives of dominant groups in society. The research was conducted using a qualitative descriptive approach, with the primary data source being the short story collection La Femme Rompue by Simone de Beauvoir. The study utilizes a structural analysis method for literary works. Research data consists of words, phrases, and sentences from three short story titles within the collection La Femme Rompue. The analytical tool employed is a data analysis table based on Beauvoirian feminism theory. Prior to data analysis, the data is thoroughly read and understood. Subsequently, the data is presented in an analysis table categorized according to the relevant Beauvoirian feminism characteristics. The result of this study indicate that there are 36 quotations that reflect the Beauvoirian feminism characteristics in the collection of short stories La Femme Rompue. The Beauvoirian feminism characteristics that characteristics in the collection of short stories La Femme Rompue is women can reject their otherness by identifying themselves through the perspectives of dominant groups in society with a total of fifteen (15) quotes, followed by women can work towards the social transformation of society with a total of eight (8) quotes, then women can become intellectuals with a total of seven (7) quotes, while the least is women are capable of working with a total of six (6) quotes.  
Nationalism in La Guerre's Poeme by Louise Ackermann Putri, Fadhilah; Evi Rosyani Dewi; Wahyu Tri Widyastuti
Franconesia Vol. 1 No. 1 (2022): Franconesia: Journal of French Teaching, Linguistics, Literature and Culture
Publisher : Program Studi Pendidikan Bahasa Prancis FBS UNJ

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/franconesia.11.6

Abstract

This study aims to describe the forms of nationalism in the poem La Guerre by Louise Ackermann. This study uses the theory of forms of nationalism according to Taguieff, they are nationalisme ethnique (ethnique nationalism), nationalisme civique (civique nationalism) and nationalisme culturel (cultural nationalism) which are contained in his book entitled La Revanche du Nationalisme. This research method is a qualitative descriptive analysis with flow model of analysis according to Miles and Huberman which includes three components of analysis, there are data reduction, data presentation, and drawing conclusions or verification which is carried out by flowing or interconnected and continuous with concurrent data collection process. The results of this study indicate that there are twenty-five (25) data in poetry that indicate forms of nationalism. In detail, there are twenty-four (24) quotations that have the form of nationalisme civique (civique nationalism), five (5) quotation that have the form of nationalisme culturel (cultural nationalism), and three (3) quotations that have the form of nationalisme ethnique (ethnic nationalism).
Pelatihan Pembuatan Evaluasi Pembelajaran Berbasis Website Edukatif Bagi Guru Madrasah di Al Misbahul Ulum Qur’an Bogor Widyastuti, Wahyu Tri; Ekowati, Sri Harini; Wahyuningsih, Aida; Vahira, Fara; Taufiq, Salma Fairus
Jurnal Pengabdian UNDIKMA Vol. 5 No. 3 (2024): August
Publisher : LPPM Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jpu.v5i3.9672

Abstract

This community service aims to improve the competence of teachers in making educational website-based learning evaluations through the Kahoot and Quizizz applications. The method of implementing this service uses training conducted online and offline with presentation and tutorial techniques. The training was attended by 30 teachers from PAUD, MTs, and MA Madrasah Al Misbahul Ulum Qur'an, Cikereteg, Bogor. This service evaluation instrument uses pre-test and post-test questionnaires which are then analyzed using percentage techniques. The results of this community service activity show that there is an increase in the understanding of madrasah teachers at the Madrasah Al Misbahul Ulum Qur'an, Bogor regarding making educational website-based learning evaluations using the Kahoot and Quizizz applications. In addition, teachers can make learning evaluations using Kahoot and Quizizz for the subjects they teach.
Pengembangan media pembelajaran berbicara bahasa Prancis berbasis video pada siswa kelas XI SMAN 14 Jakarta Tasya Ayu Safira; Wahyu Tri Widyastuti; Dian Savitri
Franconesia Vol. 2 No. 1 (2023): Franconesia: Journal of French Teaching, Linguistics, Literature and Culture
Publisher : Program Studi Pendidikan Bahasa Prancis FBS UNJ

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/franconesia.21.4

Abstract

The purpose of this research is to develop French learning video media on speaking skills for grade XI. This research uses the research and development (R&D) method with the ADDIE model (Mulyatiningsih, 2016) which consists of 5 stages, this research only carried out 3 stages, namely analysis, design and development. This is due to the limited time available in the research. The learning video media was made based on the results of the needs questionnaire of students of class XI IPS 1 at SMAN 14 Jakarta, the results of interviews with French teachers and the results of classroom observations. This research produces French learning videos for class XI high school that can be accessed easily through the youtube channel. In the process of making the video, the researcher used VN and Canva Pro applications. This learning video consists of 2 videos where in video 1 using inviter quelqu'un, accepter et refuser l'invitation material lasts 8 minutes and in video 2 with féliciter quelqu'un material lasts 5 minutes. In each video there are illustrations and also some small exercises to train students' speaking skills. In addition, in the description column there is an exercise link that is directly connected to learningapps. This learning video has been validated by material experts and media experts with very feasible results with a note of making some improvements and adding some components to the video. After making improvements and additions according to the experts suggestions, this learning video media is ready to be tested in the field.
PENGEMBANGAN BAHAN AJAR PHONÉTIQUE DU FRANÇAIS UNTUK PEMBELAJARAN MIKRO/MICROLEARNING Ismail, Subur; Ratna, Ratna; Widyastuti, Wahyu Tri; Andika, Yunilis
Jurnal Review Pendidikan dan Pengajaran Vol. 7 No. 4 (2024): Special Issue Vol. 7 No. 4 Tahun 2024
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v7i4.38232

Abstract

Phonétique du Français merupakan salah satu mata kuliah yang diajarkan di Program Studi Pendidikan Bahasa Prancis (PBP) UNJ dengan bobot 2 sks. Mata kuliah ini diberikan pada mahasiswa semester kedua dengan menggunakan bahasa pengantar bahasa Prancis. Dalam proses pembelajaran muncul permasalahan yang disebabkan oleh beberapa hal, diantaranya adalah adanya kesenjangan antara kemampuan bahasa Prancis mahasiswa semester kedua dan bahasa yang digunakan dalam sumber-sumber pustaka kajian mengenai fonologi dan foneetik bahasa Prancis. Oleh karena itu perlu dilakukan upaya untuk mengatasi masalah tersebut, yaitu dengan melakukan pengembangan bahan ajar yang sesuai dengan kebutuhan dan kemampuan bahasa mahasiswa. Penelitian ini menggunakan metode pengembangan ADDIE yang mencakup Analyze, Design, Development, Implement, Evaluation dengan durasi penelian 3 tahun. Pada tahap ini memasuki tahap pengembangan yang telah menghasilkan 14 bahan ajar Phonétique du Français untuk pembelajaran mikro atau microlearning. Bentuk pembelajaran mikro atau microlearning dipilih lebih banyak menggunakan video microlearning.
ANALYZING ICT-BASED SYLLABUS INTEGRATED WITH 21ST CENTURY SKILLS FOR FRENCH WRITING SKILLS Dian Savitri; Sri Harini Ekowati; Wahyu Tri Widyastuti
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 5 No. 4 (2021): July
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v5i4.8386

Abstract

The 21st century demands the integration of 21st century skills in the curriculum. Therefore, French Language Education Study Program at Univeritas Negeri Jakarta developed a syllabus for Production Ecrite (PE) course or writing skills from semester I to semester IV. The initial step of the research was to analyze the PE syllabi from French Language Education Study Program of UNJ and 4 ex-IKIP universities having French Language Education Study Programs, such as Universitas Negeri Yogyakarta, Universitas Pendidikan Indonesian, Universita Negeri Medan, and Universitas Negeri Semarang. The elements analyzed in the syllabi were the completeness of the RPS format for PE course and the analysis of the elements of the 21st century skills. The format of the RPS completeness refers to Permenristekdikti No. 44 of 2015, that an RPS must have an identity, learning outcomes, indicators, learning methods, time allocation, learning experience, and criteria / indicators of rating weigth. Meanwhile, the elements of 21th century skills were seen through the existence of 4C elements, namely critical thinking & problem solving, creative & innovation, collaboration, and communication. The results of the analysis showed that the RPSs were good since it referred to Permenristekdikti No. 44 of 2015. However, some RPSs were not integrated with the 21st century skills.
L’Enseignement Precoce du FLE : Utilisation les Worksheets Collaboratifs pour un Apprentissage Plus Efficace Wahyu Tri Widyastuti; Yusi Asnidar; Yunilis Andika; Dwi Anggraini
HEXAGONE Jurnal Pendidikan, Linguistik, Budaya dan Sastra Perancis Vol. 14 No. 2 (2025): HEXAGONE
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/hxg.v14i2.71415

Abstract

L’enseignement précoce du français langue étrangère (FLE) pose la question de l’adaptation des outils pédagogiques aux besoins des jeunes apprenants. Cet article examine la mise en œuvre des worksheets collaboratifs pour renforcer l’apprentissage du FLE chez les enfants. L’objectif de cette étude est d’analyser comment ces supports favorisent l’interaction, la motivation et la construction des compétences linguistiques en contexte précoce. La méthode utilisée dans cette étude est descriptive et qualitative, reposant sur l’implémentation des worksheets collaboratifs et l’enquête auprès des enseignants. La mise en œuvre des worksheets est menée auprès des élèves de 6-7 ans à l’école primaire SD IT Ar Raudhah, Bekasi, Indonésie. Les worksheets portaient sur le thème des chiffres. Les résultats indiquent que les worksheets collaboratifs encouragent la coopération, l’autonomie et rendent l’apprentissage plus ludique. En conclusion, ces outils facilitent un apprentissage actif et engageant, adaptés aux spécificités des enfants. L’intégration en classe du FLE améliore non seulement les compétences linguistiques mais aussi les compétences sociales des apprenants.
Co-Authors Adelia, Rahma Ajeng Eka Putri Andika, Yunilis Andika, Yunilis Andika Asti Purbarini, Asti Dewi, Ganisya Tripangestuti Dewi, S.S., M.Hum., Evi Rosyani Dian Savitri Dwi Anggraini Evi Rosyani Dewi Evi Rosyani Dewi, Evi Rosyani Fadia Putri FRAJRINA Febimulyasih, Febimulyasih Gathan Razidy Malik F. Ismayani, Ria Jovita Elvira Putri Sukmandono Kamil, Akhmad Mila Auli Hartantri Ninuk Lustyantie Nurlita Fitriah Putri, Fadhilah Raditya, Andika Ratna Ratna Riget, Patricia Nora Anak Rizal Sanggra Pratama Salma Fairus Taufiq Salman Al Farisi Salman Al Farisi, Salman Salman Alfarisi Sri Harini Ekowati Sri Harini Ekowati Subur Ismail, Subur Syafitri, Azriana Tasya Ayu Safira Taufiq, Salma Fairus Vahira, Fara Wahyuningsih, Aida Yunilis Andika Yusi Asnidar