Articles
<![CDATA[Development of Multimedia-Based Online UKBM KD 3.1 Wohnung Material for Class XI ]]>
<![CDATA[Azizah Rahma]]>;
<![CDATA[Dewi Kartika Ardiyani]]>
<![CDATA[ Journal DaFIna - Journal Deutsch als Fremdsprache in Indonesien Vol 6, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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DOI: 10.17977/um079v6i12022p28-41
<![CDATA[ Tujuan dari dilakukannya penelitian dan pengembangan ini adalah untuk mendeskripsikan proses pembuatan UKBM daring berbasis multimedia serta mendeskripsikan kualitas dari UKBM yang telah dihasilkan. Pengembangan ini dilakukan berdasarkan kebutuhan siswa terhadap bahan ajar yang sesuai untuk pembelajaran mandiri. UKBM dikembangkan berdasarkan KD 3.1 dan 4.1 dengan mengambil materi Wohnung yang diperuntukkan untuk siswa kelas XI. Dalam hal ini, penelitian dan pengembangan menggunakan model pengembangan ADDIE yang terdiri dari lima tahap, yaitu: (1) Analyze, (2) Design, (3) Development, (4) Implementation, dan (5) Evaluation. Dari data yang diperoleh dapat disimpulkan jika UKBM berkualitas baik, layak digunakan, dan menarik untuk digunakan sebagai pendamping belajar mandiri siswa. Sesuai dengan penjelasan Karademir dkk., (2019), bahwa bahan ajar digital merupakan prangkat yang efektif baik untuk pembelajaran di dalam kelas ataupun diluar kelas.]]>
<![CDATA[Pelatihan Desain Pembelajaran Sprechfertigkeit Berbasis Proyek bagi Guru Bahasa Jerman Se-Malang Raya ]]>
<![CDATA[Primardiana Hermilia Wijayati]]>;
<![CDATA[Edy Hidayat]]>;
<![CDATA[Dewi Kartika Ardiyani]]>;
<![CDATA[Anggi Novitasari]]>
<![CDATA[ Acitya Bhakti Vol 3, No 1 (2023): ACITYA BHAKTI ]]>
Publisher : <![CDATA[Universitas Pamulang ]]>
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DOI: 10.32493/acb.v3i1.25006
<![CDATA[Pelatihan desain pembelajaran berbasis proyek memaksimalkan pembelajaran yang berpusat kepada siswa. Guru memiliki peran sebagai tutor yang menyediakan sumber daya, dukungan, dan petunjuk kepada siswa. Pelatihan yang dilakukan ini bertujuan untuk mendeskripsikan desain pembelajaran dan penilaian guru bahasa Jerman se-Malang Raya yang terkait pembelajaran berbasis proyek. Hasil pengabdian ini menggunakan metode pelaksanaan yang terdiri dari paparan, diskusi, dan pendampingan secara langsung pada pertemuan rutin Ikatan Guru Bahasa Jerman Indonesia (IGBJI) Cabang Malang. Kegiatan yang dilakukan membawa beberapa manfaat yang diperoleh dari guru dari pelatihan penyusunan proyek keterampilan berbicara, yaitu (1) mempermudah menyusun instrumen tugas untuk siswa, (2) mendapatkan pengetahuan baru mengenai tugas penilaian berbicara berbasis proyek, (3) mengetahui perbedaan Übungen und Aufgaben (4) menambah variasi dan ide baru tugas berbicara, dan (5) mendapatkan banyak alternatif penilaian dalam menilai proyek. Informasi yang diperoleh tersebut selanjutnya diterapkan guru dalam pembelajaran di dalam kelas di sekolah masing- masing.]]>
<![CDATA[PELATIHAN BAHASA JERMAN TINGKAT A2 STANDAR KEMAMPUAN BERBAHASA EROPA (CEFR) SECARA DARING BAGI GURU-GURU BAHASA JERMAN SE JAWA TIMUR ]]>
<![CDATA[Dewi Kartika Ardiyani]]>;
<![CDATA[Primardiana Hermilia Wijayanti]]>;
<![CDATA[Edy Hidayat]]>;
<![CDATA[Lilis Afifah]]>
<![CDATA[ Jurnal Pendidikan dan Pengabdian Masyarakat Vol. 5 No. 1 (2022): Februari ]]>
Publisher : <![CDATA[FKIP Universitas Mataram ]]>
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DOI: 10.29303/jppm.v5i1.3111
<![CDATA[Penelitian ini bertujuan untuk memberikan materi pelatihan bahasa Jerman tingkat A2 CEFR ( Common European Framework of Reference for Languange) untuk empat keterampilan berbahasa kepada guru bahasa Jerman SMA di Jawa Timur. Metode penelitian yang digunakan melalui beberapa tahapan mulai dari sosialisasi, penerapan, latihan, uji coba dan diskusi hasil kerja. Setelah mendapatkan pelatihan semua guru akan melaksanakan uji coba ujian A2 CEFR. Uji coba penting dilakukan sebagai persiapan menghadapi ujian internasional tingkat A2. Setelah kegiatan pelatihan dilakukan diskusi hasil kerja, diskusi pengembangan, dan diskusi perbaikan untuk mendapatkan hal-hal yang lebih bermanfaat bagi pengajaran di kelas nantinya. Didapatkan hasil yang membuktikan bahwa peningkatan kemampuan bahasa Jerman Tingkat A2 standar kemampuan berbahasa Eropa secara daring bagi guru-guru bahasa Jerman se Jawa Timut dikatakan berhasil. Berdasarkan hasil angket diperoleh data bahwa pelatihan sejenis sebaiknya dilanjutkan dengan diakhiri ujian A2 standar internasional. Selain itu sebaik praktik baik, pengetahuan yang diperoleh peserta dapat diterapkan di kelas pembelajaran bahasa Jerman di sekolah masing-masing. ÃÂ ]]>
<![CDATA[Efektivitas Model Pembelajaran Information Gap Activity Normalism (IG-AN) terhadap Keterampilan Berbicara Peserta Didik Kelas X SMA ]]>
<![CDATA[Yizreel Cristiani Dua Lembang]]>;
<![CDATA[Dewi Kartika Ardiyani]]>;
<![CDATA[Lukluk Ul Muyassaroh]]>
<![CDATA[ JoLLA: Journal of Language, Literature, and Arts Vol. 1 No. 3 (2021) ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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DOI: 10.17977/um064v1i32021p356-368
<![CDATA[Abstract: Information Gap model is a learning model that can be used to be applied to speaking skills. The Information Gap model can train learners to dare to speak independently and communicatively in teams through various forms of activity and stimulus variety. The study is useful for knowing the effect of the Information Gap model to the Chinese speaking skills for grade Tenth 2 Malang Senior High School and their response to Information Gap learning model. This research is an quantitative research with quasi experiment design pretest posttest control group design. The free variable in this study is the Information Gap model whereas bound variables to this study are Chinese speaking skills. The data acquisition in the study was a score on the results of experimental and control group' pretest and posttest results. The instrument validity test is performed by a sticky validity test and reliability test. The results of validity and reliability tests show that the instrument is valid and reliable. Data analysis is done by hypothesis tests that have previously been performed normality tests and homogeneity tests. The results of the study showed that the Information Gap learning model was effectively applied in speaking skills to the material of everyday activities and transportation tools in the grade tenth 2 Malang Senior High School class. Keywords: information gap activity normalism learning model, speaking skill Abstrak: Model Information Gap adalah model pembelajaran yang dapat digunakan untuk diterapkan pada keterampilan berbicara. Model Information Gap dapat melatih peserta didik untuk berani berbicara secara mandiri dan komunikatif dalam tim melalui berbagai bentuk kegiatan dan ragam stimulus. Penelitian ini bertujuan untuk mengetahui efektivitas model Information Gap Activity Normalism terhadap keterampilan berbicara bahasa Mandarin peserta didik kelas X SMAN 2 Malang dan respons peserta didik terhadap model pembelajaran Information Gap tersebut. Penelitian ini adalah penelitian kuantitatif dengan desain penelitian quasi experiment pretest posttest control group design. Variabel bebas dalam penelitian ini adalah model Information Gap Activity Normalism sedangkan variabel terikat pada penelitian ini adalah keterampilan berbicara bahasa Mandarin. Perolehan data dalam penelitian ini berupa skor hasil tes berbicara peserta didik kelompok eksperimen dan kontrol dari hasil pretest dan posttest. Uji validitas instrumen dilakukan dengan uji validitas angket dan uji reliabilitas. Hasil uji validitas dan reliabilitas menunjukkan bahwa instrumen valid dan dinyatakan reliable. Analisis data dilakukan dengan uji hipotesis yang sebelumnya telah dilakukan uji normalitas dan uji homogenitas. Hasil penelitian menunjukkan bahwa model pembelajaran Information Gap efektif diterapkan dalam keterampilan berbicara pada materi kegiatan sehari-hari dan alat transportasi di kelas X SMAN 2 Malang. Kata kunci: Information Gap Activity Normalism, keterampilan berbicara]]>
<![CDATA[Pelatihan Desain Pembelajaran Sprechfertigkeit Berbasis Proyek bagi Guru Bahasa Jerman Se-Malang Raya ]]>
<![CDATA[Primardiana Hermilia Wijayati]]>;
<![CDATA[Edy Hidayat]]>;
<![CDATA[Dewi Kartika Ardiyani]]>;
<![CDATA[Anggi Novitasari]]>
<![CDATA[ Acitya Bhakti Vol. 3 No. 1 (2023): ACITYA BHAKTI ]]>
Publisher : <![CDATA[Universitas Pamulang ]]>
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DOI: 10.32493/acb.v3i1.25006
<![CDATA[Pelatihan desain pembelajaran berbasis proyek memaksimalkan pembelajaran yang berpusat kepada siswa. Guru memiliki peran sebagai tutor yang menyediakan sumber daya, dukungan, dan petunjuk kepada siswa. Pelatihan yang dilakukan ini bertujuan untuk mendeskripsikan desain pembelajaran dan penilaian guru bahasa Jerman se-Malang Raya yang terkait pembelajaran berbasis proyek. Hasil pengabdian ini menggunakan metode pelaksanaan yang terdiri dari paparan, diskusi, dan pendampingan secara langsung pada pertemuan rutin Ikatan Guru Bahasa Jerman Indonesia (IGBJI) Cabang Malang. Kegiatan yang dilakukan membawa beberapa manfaat yang diperoleh dari guru dari pelatihan penyusunan proyek keterampilan berbicara, yaitu (1) mempermudah menyusun instrumen tugas untuk siswa, (2) mendapatkan pengetahuan baru mengenai tugas penilaian berbicara berbasis proyek, (3) mengetahui perbedaan Ãœbungen und Aufgaben (4) menambah variasi dan ide baru tugas berbicara, dan (5) mendapatkan banyak alternatif penilaian dalam menilai proyek. Informasi yang diperoleh tersebut selanjutnya diterapkan guru dalam pembelajaran di dalam kelas di sekolah masing- masing.]]>
<![CDATA[The Development of the Learning Management System-Based Übungtest Schreiben at Level A1 for Students of PASCH School SMAN 1 Malang ]]>
<![CDATA[Lutfi Anastia Ardiningrum]]>;
<![CDATA[Dewi Kartika Ardiyani]]>
<![CDATA[ Randwick International of Education and Linguistics Science Journal Vol. 4 No. 3 (2023): RIELS Journal, September ]]>
Publisher : <![CDATA[RIRAI Publisher ]]>
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DOI: 10.47175/rielsj.v4i3.762
<![CDATA[This research and development aim to understand the process of developing Übungtest Schreiben to improve the writing skills of PASCH A1 students using the Learning Management System (LMS) and to find out the effectiveness of its use. By improving students' writing skills, it is hoped that the LMS-based Übungtest Schreiben can assist students in preparing for the German A1 exam. The background of this research and development is the situation of the PASCH A1 students who need a lot of writing exercises before taking the German language exam Goethe-Zertifikat A1 which corresponds to the Common European Framework of Reference for Languages (CEFR). This research and development uses the ADDIE model (Analyze, Design, Develop, Implement, Evaluate) and the product is Moodle-based Übungtest Schreiben that consists of a module, Schreibübungen, and Schreibtest/Modelltest for PASCH students at SMA Negeri 1 Malang. The type of data in this development is qualitative data and supported by quantitative data. Qualitative data is obtained in the analysis, design, development, and evaluation phases with a logbook and a questionnaire for material validation and the data is analyzed using the descriptive analysis technique. Quantitative data is obtained through the adequacy test in the implementation stage and the effectiveness test of Übungtest Schreiben. Based on the results of the material validation, test, and student questionnaires, LMS-based Übungtest Schreiben is very adequate and effective as a digital learning media to improve writing skills.]]>
<![CDATA[The Use of Linoit Website-Based Media as a Digital Portfolio Assessment Tool in German Language Learning at SMAN 1 Kedungwaru ]]>
<![CDATA[Hamdan Khoiru Abdillah]]>;
<![CDATA[Dewi Kartika Ardiyani]]>
<![CDATA[ Jurnal Pendidikan Edutama Vol 11, No 1 (2024): January 2024 ]]>
Publisher : <![CDATA[IKIP PGRI Bojonegoro ]]>
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DOI: 10.30734/jpe.v11i1.3425
<![CDATA[This research aimed to describe students’ activities and responses towards applying of Linoit website-based media as a digital portfolio assessment tool in German language learning. This research was held in class XI-2 MIPA SMAN 1 Kedungwaru. This research used a descriptive qualitative approach. The data used were qualitative data supported by quantitative data. Qualitative data in the form of observation results and quantitative data in the form of questionnaire results were then interpreted into qualitative descriptive. The observation results showed that the use of the website-based media Linoit as a means of digital portfolio assessment was in line with the implementation of the learning design (RPP). The students actively engaged in classroom learning and followed the teacher's instructions to document their learning outcomes and upload them to Linoit as evidence of their digital portfolios. In evaluating the portfolios, the teacher wrote the evaluation results with the help of other media, which were then uploaded to Linoit. The students' responses showed that Linoit could be used as a platform for sharing and learning from each other's learning outcomes uploaded on Linoit. Additionally, the students could easily and quickly manage their learning outcomes through the features available on Linoit. However, Linoit had limitations when used in German language learning, as the essential feature of umlaut characters was not available on the platform. Moreover, the small display of Linoit on mobile phones made it difficult for users to operate its features, requiring additional time for adjustment when using Linoit.]]>
<![CDATA[FEEDBACK STRATEGIES: AN EFFORT TO ENHANCE THE CRITICAL THINKING SKILLS OF DAF-LEARNERS IN INDONESIA ]]>
<![CDATA[Wijayati, Primardiana Hermilia]]>;
<![CDATA[Ardiyani, Dewi Kartika]]>;
<![CDATA[Hidayat, Edy]]>
<![CDATA[ International Journal of Education Vol 15, No 2 (2022): August 2022 ]]>
Publisher : <![CDATA[Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ije.v15i2.29076
<![CDATA[Critical thinking has become one of the main education goals in this 21st century as the trend in the global market also requires graduates to be able to apply critical thinking skills to work settings. This study aims to describe the strategy of providing feedback to improve the critical thinking skills of German as a foreign language (GFL) learners in Indonesia. The research data were collected through observations and interviews with German students and lecturers at Universitas Negeri Malang, Indonesia, and presented descriptively qualitatively with observation and interview instruments. The results showed that asking questions to students, providing comments, encouraging output, and giving praise are the feedback strategies that can improve students' critical thinking skills. Lecturers provide several questions that lead them to think and answer these questions. The questions should be given to all students in the class so that students gradually are encouraged to be more active. Through those feedback strategies, learners are triggered to memorize, understand, apply, analyze, reformulate, and evaluate the learned materials. All those strategies are implemented to lead the students to better critical thinking skills. It is recommended that lecturers apply more types of feedback so that students have more opportunities to improve their language skills.]]>
<![CDATA[PELATIHAN PENGGUNAAN OPEN EDUCATIONAL RESOURCES (OER) BAGI GURU BAHASA JERMAN DI MALANG ]]>
<![CDATA[Hidayat, Edy]]>;
<![CDATA[Kharis, M]]>;
<![CDATA[Ardiyani, Dewi Kartika]]>
<![CDATA[ Jurnal Graha Pengabdian Vol 5, No 1 (2023) ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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DOI: 10.17977/um078v5i12023p%p
<![CDATA[Kegiatan pengabdian kepada masyarakat ini bertujuan untuk menambah wawasan guru tentang materi Open Educational Resources (OER) agar dapat memahami lebih baik konsep pembelajaran dan pengajaran dengan materi OER. Kegiatan ini dilaksanakan dalam bentuk seminar dan workshop. Peserta kegiatan adalah para guru bahasa Jerman yang tergabung dalam kelompok kegiatan Musyawarah Guru Mata Pelajaran (MGMP) Bahasa Jerman Malang dan anggota Ikatan Guru Bahasa Jerman Indonesia (IGBJI) daerah Malang dan sekitarnya. Anggota yang telah mengikuti kegiatan ini berjumlah 20 peserta. Dari kegiatan guru dapat lebih memahami baik keunggulan maupun kelemahan OER, dan dapat lebih efektif dalam memilih dan menggunakan sumber daya ini untuk mendukung proses pembelajaran Bahasa Jerman.]]>
<![CDATA[The Use of Linoit Website-Based Media as a Digital Portfolio Assessment Tool in German Language Learning at SMAN 1 Kedungwaru ]]>
<![CDATA[Abdillah, Hamdan Khoiru]]>;
<![CDATA[Ardiyani, Dewi Kartika]]>
<![CDATA[ Journal DaFIna - Journal Deutsch als Fremdsprache in Indonesien Vol 7, No 2 (2023) ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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DOI: 10.17977/um079v7i22023p%p
<![CDATA[This research aimed to describe students’ activities and responses towards applying of Linoit website-based media as a digital portfolio assessment tool in German language learning. This research was held in class XI-2 MIPA SMAN 1 Kedungwaru. This research used a descriptive qualitative approach. The data used were qualitative data supported by quantitative data. Qualitative data in the form of observation results and quantitative data in the form of questionnaire results were then interpreted into qualitative descriptive. The observation results showed that the use of the website-based media Linoit as a means of digital portfolio assessment was in line with the implementation of the learning design (RPP). The students actively engaged in classroom learning and followed the teacher's instructions to document their learning outcomes and upload them to Linoit as evidence of their digital portfolios. In evaluating the portfolios, the teacher wrote the evaluation results with the help of other media, which were then uploaded to Linoit. The students' responses showed that Linoit could be used as a platform for sharing and learning from each other's learning outcomes uploaded on Linoit. Additionally, the students could easily and quickly manage their learning outcomes through the features available on Linoit. However, Linoit had limitations when used in German language learning, as the essential feature of umlaut characters was not available on the platform. Moreover, the small display of Linoit on mobile phones made it difficult for users to operate its features, requiring additional time for adjustment when using Linoit.]]>
