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All Journal Jurnal Bahasa dan Sastra Jurnal Konseling dan Pendidikan Allemania Jurnal Bahasa dan Sastra Jerman Journal of Education and Learning (EduLearn) Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra International Journal of Community Service Learning Jurnal EDUCATIO: Jurnal Pendidikan Indonesia JLER (Journal of Language Education Research) Didaktika: Jurnal Kependidikan AKSELERASI: Jurnal Ilmiah Nasional DIMASATRA Barista : Jurnal Kajian Bahasa dan Pariwisata
Pepen Permana
Universitas Pendidikan Indonesia
Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Moodle in German Language Learning: Advantages and Disadvantages Nara Faiz Saskara Saskara; Pepen Permana; Irma Permatawati
Didaktika: Jurnal Kependidikan Vol. 14 No. 3 Agustus (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.2306

Abstract

This study investigates the use of VKZ (Virtuelles Klassenzimmer), a Moodle based online learning platform, in the German language Education Study Program at Universitas Pendidikan Indonesia. As digital learning tools become increasingly vital in education—especially post-pandemic—understanding their efficacy and student perceptions is critical for optimizing blended and remote learning environments. The study aimed to explore students’ perceptions of VKZ, identifying its advantages and disadvantages to inform future improvements. Conducted as a qualitative case study, the research purposively sampled 240 students enrolled in German language courses. Data were collected through structured surveys and analyzed using thematic analysis to identify recurring patterns in student feedback. Findings revealed that students generally perceived VKZ positively, citing benefits such as accessibility, flexibility, and engaging features like repeatable exercises, multimedia integration, and immediate feedback. However, challenges included technical issues (e.g., server instability, poor mobile compatibility, and quiz errors), which disrupted learning, as well as limited direct interaction with lecturers and insufficient feedback for open-ended tasks. The study underscores the need for enhanced technical support, system reliability, and interactive features to maximize VKZ’s effectiveness. The findings highlight the need for continuous improvement of e-learning platforms to meet learners' dynamic needs in the digital age.
Efek nihil pembelajaran sebelumnya terhadap efikasi diri dan motivasi pada pembelajar bahasa jerman pemula Aulia Azzahra Hidayah; Pepen Permana; Nur Muthmainah
Jurnal Konseling dan Pendidikan Vol. 13 No. 4 (2025): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1204900

Abstract

Prior learning experience is often assumed to influence students’ psychological readiness in foreign language education. This study examined whether first-year students in a tertiary German language education program differed in self-efficacy and learning motivation based on their prior exposure to German before university. Using a quantitative comparative approach, data were collected from 76 students through adapted measures of self-efficacy and academic motivation. The findings revealed no statistically significant differences between students with and without prior learning experience in either self-efficacy or motivation. Although a slight tendency in motivational scores favored the experienced group, effect sizes were small, indicating limited practical differences. These results suggest that, in the context of beginner-level tertiary German education, prior exposure alone may not function as a decisive differentiating factor in students’ initial psychological conditions. Instead, self-efficacy and motivation appear to be shaped in interaction with the immediate learning context. Further longitudinal research is recommended to explore how individual differences evolve over time in foreign language learning.
Persepsi Mahasiswa terhadap Penggunaan Moodle dalam Pembelajaran Bahasa Jerman: Analisis Antarangkatan Berbasis Technology Acceptance Model Daarussyifa, Arfina; Permatawati, Irma; Permana, Pepen
Jurnal Bahasa dan Sastra Vol 14, No 1 (2026): In Progress
Publisher : Faculty of Languages and Arts, Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jbs.v14i1.137678

Abstract

Previous studies on Moodle use in higher education have generally treated students as a homogeneous group, thereby overlooking potential variations in perceptions across cohorts with different learning experiences. This study addresses this gap by examining cohort-based differences in student perceptions of Moodle use in German language learning through the framework of the Technology Acceptance Model (TAM). Specifically, this study investigates differences in perceptions among students of the German Language Education Study Program at FPBS UPI based on four TAM constructs: perceived usefulness, perceived ease of use, attitude toward using, and behavioral intention. Data were collected through a questionnaire involving 246 students from four cohorts and analyzed using descriptive and comparative statistical approaches. The results indicate statistically significant differences at the global level in perceived usefulness and behavioral intention; however, the effect sizes were small, suggesting that the variations were limited in practical terms. Further analysis reveals that differences in perceived usefulness primarily involve the 2019 cohort in comparison with the 2020 and 2021 cohorts, while no significant differences were found across cohort pairs for the other constructs. These findings suggest that variations in student perceptions across cohorts are more closely related to evaluations of system usefulness rather than ease of use or attitudes toward Moodle. Therefore, Moodle development should focus on pedagogical integration that is adaptive to differences in cohort experiences, such as providing usage support for early cohorts and optimizing interactive learning activities for more experienced cohorts.
Co-Authors Anisa Sumarni Astrid Dyah Retno Saputri Aulia Azzahra Hidayah Daarussyifa, Arfina Dewi, Novia Anjani Ending Khoerudin Firas Maudy Triyasari Irma Permatawati Lucky Herliawan Y.A. Muhammad Ariq Naufal Salsabila Muthmainah, Nur Nara Faiz Saskara Saskara Niken Khaerunnisa Salsabila Nurul Iffah Agam Zuhdi Oktapiani, Widia Parida, Riska Riza, Alvathea Maya Yola Maulani