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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn) Journal of Development Research Jurnal Pendidikan Matematika (Jupitek) JURNAL TAHURI Unram Journal of Community Service (UJCS) Pakem : Jurnal Pengabdian Kepada Masyarakat J-EDu : Journal - Erfolgreicher Deutschunterricht Jurnal Pengabdian kepada Masyarakat Arumbai ATOM : Jurnal Riset Mahasiswa German für Gesellschaft (J-Gefüge) Huele: Journal of Applied Linguistics, Literature and Culture Gaba-Gaba Jurnal Pengabdian kepada Masyarakat Arumbai
Serpara, Henderika
Universitas Pattimura
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Journal : German für Gesellschaft (J-Gefüge)

 1 
BAHASA JERMAN SEBAGAI JEMBATAN BERKARIR DI JERMAN Jolanda Tomasouw; Henderika Serpara; Maria M Nikijuluw
German für Gesellschaft (J-Gefüge) Vol 1 No 1 (2022): J-Gefüge (German für Gesellschaft)
Publisher : Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/jgefuege.1.1.1-8

Abstract

The best chance for someone to advance their career abroad these days is to be fluent in German. The goals of the virtual community service at SMAN 1 Maluku Tenggara are to (a) enlighten students about employment options in Germany and (b) increase their motivation to learn German through a variety of media. A total of 37 people participated in this activity, including 3 study program lecturers, 30 students majoring in science, social studies, and languages, 3 outstanding German students who were ready to go and work in Germany, and 1 teacher for German courses at the school. German is spoken. The method used in this activity is interactive lectures, wherein each member of the German Language Education Study Program team presents the subject in turn by creating interactive and educative situations in the form of discussions and questions and answers. As well as providing understanding and awareness to students, about how important it is to learn German as a career bridge in Germany, and how to increase motivation to learn German through various media. The evaluation and reflection results revealed that the Community Service activities were enthusiastically welcomed by the students. The data analysis reveals that: (1) Students' perceptions of career opportunities in Germany explain that 54.75% of students are very interested in continuing their studies in Germany; 52.93% of students are very interested in joining the program from the German government for vocational schools; 64% of students are very interested in working in Germany; 54.33% of students are very interested in studying while working at FSJ, and 57.16% are very interested in participating in AuPair program in Germany. This necessitates that German language teachers give these students additional attention and guidance so that they can enhance their understanding of the German language in the study program for German language education or through the available German language courses; (2) Students' satisfaction with their increased motivation to learn German through various media revealed that approximately 59.29% of students were very interested in learning from German books, 56.16% in watching videos and films in German, 62.14% in listening to German songs, 67.95% in watching YouTube in German, and 34.29% in reading Facebook posts on social media in German. In this regard, German language teachers need to provide assistance, so that the information obtained from various media can be explained properly to avoid the wrong concept
PEMBENTUKAN JIWA KEWIRAUSAHAN MAHASISWA PROGRAM STUDI BAHASA JERMAN Jolanda Tomasouw; Juliaans E R Marantika; Henderika Serpara
German für Gesellschaft (J-Gefüge) Vol 1 No 1 (2022): J-Gefüge (German für Gesellschaft)
Publisher : Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/jgefuege.1.1.35-41

Abstract

The purpose of the service is to grow the entrepreneurial spirit and values ​​of students for business independence from the aspects of entrepreneurial spirit, entrepreneurial behavior, and business independence. The development of technology, especially information technology, has fostered an entrepreneurial spirit and is very important to be grown in one's soul. Among students, the interest in working in entrepreneurship is minimal, so they still think college is only for being an employee or employee. In addition, several factors cause students to be less interested in entrepreneurship, namely, there is no capital to start a business, or they are never equipped with knowledge about entrepreneurship. The mindset of students needs to be addressed to understand better how significant the role of entrepreneurship is in everyday life. This part of education, especially in higher education, is essential to foster student interest in entrepreneurship so that limited employment opportunities are no longer a big problem because students can run their businesses. The targets in service activities are students of the German Language Study Program in semester 3 of the 2022/2023 academic year. The data were collected using interview techniques for small entrepreneurs and questionnaires for students. To further improve students' abilities, the government has provided a forum for students who want to learn
PROFIL PELAJAR PANCASILA DALAM PEMBELAJARAN ERA SOCIETY 5.0 Kalvin Karuna; Henderika Serpara; June Noya van Delsen
German für Gesellschaft (J-Gefüge) Vol 2 No 1 (2023): German für Gesellschaft (J-Gefüge)
Publisher : Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/jgefuege.2.1.15-23

Abstract

This community service activity aims to (a) provide teachers with an understanding of the nature of the Pancasila Students Profile, including its definitions, dimensions, elements, and sub elements. (b) provide teachers with an understanding of Era Society 5.0. (c) describe the integration of dimensions and elements of the Pancasila Student Profile and the skills of Era Society 5.0. The method of delivering the material is a presentation interspersed with questions and answers. At the end of the activity, a reflection was conducted to determine the participants' understanding of the material and the relevance of the material to the learning needs at school. The results of the reflection showed that, a. organizationally, the activity went well because of the good coordination between the FKIP UNPATTI PPG team and the partners, b. the Pancasila Student profile material integrated the latest learning elements in the 21st century, and c. the material presented was received positively by all participants. The response is based on the results of the reflection that the method of presenting the material allows participants to easily understand it because it is presented in simple language and is interactive with concrete examples. The material that has been learned can be applied to learning in their respective education units and even shared in the form of good practices with other communities because the material is relevant to the learning needs.
PEMBELAJARAN SOSIAL EMOSIONAL SD NEGERI 3 SERAM BAGIAN BARAT Henderika Serpara; Eldaa C. Wenno; Desembria Sohilait
German für Gesellschaft (J-Gefüge) Vol 2 No 2 (2023): German für Gesellschaft (J-Gefüge)
Publisher : Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/jgefuege.2.2.101-106

Abstract

Pembelajaran sosial emosional adalah proses untuk membantu individu (anak dan dewasa) mengembangkan kemampuan dasar untuk hidup dengan baik. Dalam hal ini individu tidak hanya fokus pada diri sendiri ataupun hanya pada keterampilan, kompetensi, tetapi juga pada relasi yang baik dengan orang lain dan lingkungan. Collaborative for Academic, Social and Emotional Learning” (CASEL) mengelompokkan komponen pembelajaran sosial emosional menjadi 5 komponen yaitu: self-awarness (kesadaran diri), self-management (manajemen diri), responsible decision making(pengambilan keputusan yang bertanggung jawab, social awareness (kesadaran social), relationship management (ketrampilan social). Dengan menerapkan ke 5 komponen di atas dapat berimplikasi pada ketrampilan pengajaran dalam membimbing peserta didik tidak hanya dalam hal akademis,tetapi juga dalam perkembangan social emosional. Metode yang digunakan dalam pelaksanaan kegiatan Pengabdian Kepada Masyarakat (PKM) adalah melalui ceramah interaktif dengan menggunakan presentasi Powerpoint. Hasil pelaksanan kegiatan Pengabdian Kepada Masyarakat ini diarahkan pada dua focus utama yaitu (a) Kepuasan guru tentang penyampaian materi pembelajaran social emosional (SEL); (b) Relevansi terhadap materi pembelajaran social emosional (SEL) yang disajikan. Hasil yang dicapai adalah :(1)Pendekatan interaktif,penggunaan contoh konkret dan penggunaan bahasa sederhana dalam penyampaian materi pembelajaran social emosional merupakan faktor-faktor penentu yang memberikan dampak bagi guru terhadap kepuasan materi pembelajaran social emosional.(2) Materi pembelajaran social emosional tidak hanya memberikan manfaat langsung terhadap kegiatan pengajaran guru,tetapi juga memberi dampak yang signifikan pada pengembangan diri guru maupun peserta didik dan relevan dalam konteks perkembangan ilmu pengetahuan dan teknologi.
PENYEGARAN PENGETAHUAN KEBAHASAAN GURU BAHASA JERMAN KABUPATEN MALUKU TENGGARA Serpara, Henderika; Karuna, Kalvin; Noya van Delzen, June Carmen
German für Gesellschaft (J-Gefüge) Vol 3 No 2 (2024): German für Gesellschaft (J-Gefüge)
Publisher : Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/jgefuege.3.2.49-54

Abstract

Language skills including speaking, writing, listening, and reading are important aspects that must be mastered by a German teacher so that the learning process can take place effectively and thoroughly. This community service program aims to: (1) improve the professional competence of German language teachers in Southeast Maluku Regency; (2) expand the knowledge and understanding of German language teachers in Southeast Maluku Regency according to the European Common Reference Standard (GER); and (3) build networks and cooperation to create active and connected German language teachers, so that they can share experiences, resources, and best practices. This community service activity focuses on teachers' understanding of improving language skills, including listening, reading, speaking, and writing according to the European Common Reference Standards (GER). The method of implementing this community service activity includes several stages: (1) The preparation stage, which includes field coordination with partners, determining the schedule of activities, preparing training materials, and registering participants; (2) The implementation stage, which consists of interactive lectures through PPT presentations accompanied by question and answer sessions, responses, and training; (3) The reflection and evaluation stage, which is used to collect feedback on the entire learning process, both in terms of implementation and material achievement. The results of this service program show that the participants are satisfied with the material presented because it suits their learning needs and is able to improve their professional skills.
PENGUATAN PERAN GURU SEBAGAI PEMIMPIN PEMBELAJARAN DI ERA DIGITALISASI DI SMA NEGERI 7 SAPARUA KECAMATAN MALUKU TENGAH Serpara, Henderika; Wenno, Eldaa Crystle; Camerling, Bella Claudia Frederika
German für Gesellschaft (J-Gefüge) Vol 4 No 1 (2025): German für Gesellschaft (J-Gefüge)
Publisher : Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/jgefuege.4.1.22-26

Abstract

The digital era has transformed the role of teachers from mere information transmitters to facilitators and learning leaders who integrate technology innovatively. This article discusses the results of a Community Service Program (PKM) aimed at enhancing teachers' digital competencies at SMA Negeri 7 Saparua, Central Maluku Regency. The program involved 40 teachers and was conducted in three main stages: preparation, implementation, and reflection and evaluation. The training focused on improving digital literacy, understanding teachers' roles as learning leaders in the digital era, and strengthening professional collaboration. Evaluations revealed that 95% of participants were highly satisfied with the delivery of materials and the use of technology in learning. The program proved effective in enhancing teachers' skills in integrating technology into the teaching process. These findings highlight the importance of continuous training to ensure teachers' adaptability to technological advancements in education.
PELATIHAN GURU PENDAMPING SISWA OLYMPIADE BAHASA JERMAN PADA LEVEL A2-GER Karuna, Kalvin; Serpara, Henderika; Nikijuluw, Maria
German für Gesellschaft (J-Gefüge) Vol 3 No 1 (2024): German für Gesellschaft (J-Gefüge)
Publisher : Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/jgefuege.3.1.23-31

Abstract

Community service activities are carried out with the aim of (1) increasing teachers' knowledge and understanding of the test format, especially the A2 test format developed by the Goethe Institut with reference to the Gemeinsamer Europäischen Referenzrahmen (GER), and (2) improving teachers' skills in using reading and writing strategies. using reading and writing strategies in solving reading and writing questions at the A2 level. Community service activities carried out by the German Language Education Study Program team are directed at two main focuses: (a) teachers' understanding of the A2 test format as a whole, and (b) German teacher skills in preparing students to understand texts and writing at the A2 level, as well as writing at the A2 level, as well as part of the preparation of students to face the German Olympiad selection. The method of implementing community service activities is carried out through the following stages: (1) The preparation stage begins with: coordination with partners, determination of activity schedules, preparation of training materials, registration of participants, (2) The implementation stage includes: analysis of the A2 level question format, which includes reading and writing, and interactive lectures through PPT interspersed with questions and answers, responses, and training. (3) The reflection and evaluation stage is used to obtain feedback on the overall training implementation, both in terms of organization and material achievement. The results obtained from this activity were that overall, the participants were satisfied with the implementation of the activity because the materials trained were in accordance with the learning needs at school, which could improve both pedagogical and linguistic abilities at least at the A2-Ger level.
Co-Authors Aitonam, Claudia Apituley, Patresia Silvana Camerling, Bella Claudia Frederika Carolina Lestuny Desembria Sohilait Eldaa C. Wenno Eldaa Crystle Wenno Fadirsair, Paullex Jolanda Tomasouw Juliaans E R Marantika June Noya van Delsen Kalvin Karuna Kalvin Karuna Karuna, Kalvin Kastanya, Melyan Priska Kunu Hanna Grietje Lambertus J. Lokollo Maria M Nikijuluw Marlen A. Reskir Naxa Elsina Luarmasse Nikijuluw, Maria Nikijuluw, Maria M Nikijuluw, Maria Martha Novi Novi Noya Van Delzen, June Carmen Patresia S Apituley Patresia S Apituley Pattinusa, Zusanna Rudolf Kempa Rudolf Kempa, Rudolf Samuel Jusuf Litualy Samuel Jusuf Litualy Samuel Jusuf Litualy Sarcy Laiwurny Sri Kartini Anakotta Suratratan, Ivonsina Taamuru, Jumardin Tahya, Chrisyo Tentua, Frando A theresia laurens, theresia Weldemina Serpara Wenno, Crystle Wenno, Eldaa Crystle Wilma Akihary Windy P Latuheru