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All Journal Chi`e: Jurnal Pendidikan Bahasa Jepang Journal of Japanese Language Education and Linguistics J-ABDIPAMAS (Jurnal Pengabdian Kepada Masyarakat)
Dwi Puspitosari
SEMARANG STATE UNIVERSITY
Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences

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Evaluasi Diri Guru Bahasa Jepang terhadap Penguasaan Modul Ajar dan ATP berdasarkan Kurikulum Merdeka Dwi Puspitosari; Ai Sumirah Setiawati; Heni Hernawati
J-ABDIPAMAS (Jurnal Pengabdian Kepada Masyarakat) Vol 7, No 2 (2023): Oktober 2023
Publisher : IKIP PGRI Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30734/j-abdipamas.v7i2.3600

Abstract

ABSTRACTThis series of service activities has been carried out in collaboration between the service team and the Japanese Language MGMP of Central Java province. A preliminary study was conducted to find out the latest information regarding the urgent needs of Japanese language teachers in Central Java. Based on the information obtained, the problem faced is the lack of assistance from teaching practitioners in creating teaching modules and the flow of learning objectives which must be adapted to the Merdeka Curriculum. Assistance in creating teaching modules and seminars was carried out in 3 meetings. During mentoring, participants are given an understanding of the differences between the old curriculum and the Merdeka Curriculum in terms of competency achievements and the roles of teachers and students in teaching and learning activities. It is hoped that this activity can help Japanese teachers in the initial process of teaching to learning evaluation. Seminar activities regarding the differences in the application of the Merdeka Curriculum in high schools and universities are expected to equip high school students and teachers to prepare to continue learning Japanese at the tertiary level, as well as equip Japanese Language Education students and lecturers who will guide PLP, so that they can become more familiar with the application of the Merdeka Curriculum in Senior High School. Keywords: Teaching Module, Flow of Learning Objectives, Merdeka Curriculum, Japanese language learning ABSTRAKSerangkaian kegiatan pengabdian ini telah dilaksanakan dengan kerja sama antara tim pengabdian dan MGMP Bahasa Jepang provinsi Jateng. Studi pendahuluan dilakukan untuk mengetahui informasi terkini mengenai kebutuhan mendesak para guru bahasa Jepang di Jawa Tengah. Berdasarkan informasi yang didapat masalah yang dihadapi adalah minimnya pendampingan dari praktisi pengajar dalam pembuatan modul ajar dan alur tujuan pembelajaran yang harus disesuaikan dengan Kurikulum Merdeka. Pendampingan pembuatan modul ajar serta seminar dilaksanakan dalam 3 kali pertemuan. Saat pendampingan, peserta diberikan pemahaman mengenai perbedaan kurikulum lama dan Kurikulum Merdeka dalam hal capaian kompetensi dan peran guru dan siswa dalam kegiatan belajar mengajar. Kegiatan ini diharapkan dapat membantu guru bahasa Jepang dalam proses awal pengajaran hingga evaluasi pembelajaran. Kegiatan seminar tentang perbedaan penerapan Kurikulum Merdeka di SMA dan Perguruan Tinggi diharapkan membekali siswa dan guru SMA untuk persiapan melanjutkan pembelajaran bahasa Jepang di tingkat perguruan tinggi, serta membekali mahasiswa dan dosen Pendidikan Bahasa Jepang yang akan membimbing PLP, agar dapat lebih mengenal penerapan Kurikulum Merdeka di SMA. Kata Kunci: Modul Ajar, Alur Tujuan Pembelajaran, Kurikulum Merdeka, Pembelajaran bahasa Jepang
Difficulties in Comprehending Japanese Fukugoudoushi of the Japanese Language Learners from Indonesia Dwi Puspitosari
Journal of Japanese Language Education and Linguistics Vol 7, No 2 (2023): Agustus
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/jjlel.v7i2.18855

Abstract

Compound verbs, or Fukugoudoushi in Japanese, are unique verbs formed by combining two or more verbs or free morphemes. The Japanese language has around 2,700 compound verbs used daily. According to Morita (1991)'s survey in "Reikai Kokugo Jiten," 11.4% of the documented words are verbs, with compound verbs accounting for 39.29%. Compound verb proficiency presents three hurdles, according to Matsuda (2004). These problems include comprehending the variables that control compound verb combination, distinguishing the nuanced meaning differences between single and compound verbs, and designing effective learning strategies to help achieve compound verb acquisition. In this study, researchers used written assessments, questionnaires, and interviews to determine the factors that affect Fukugoudoushi comprehension and how to remedy them. According to test results, students' difficulty understanding compound verb semantics can be categorized into the following categories:1) Compound verbs encompassing acquired and unacquired information. 2) Verb compounds with different frequency in spoken and written language. 3. Compound verbs for physical or intangible notions. The methods for understanding compound verbs are: Three compound verb interpretation strategies exist. First, understand each verb individually, starting with 1 and then 2. The noun nearest to a compound verb might also indicate its meaning. The second way to interpret compound verbs is to look at the sentence as a whole. Finally, the third method infers compound verb meanings from known verbs.
Student Perceptions of Changes in Teaching Models after the Covid-19 Pandemic in Developing 21st Century Skills (A Study Case in Japanese Language Education Study Program, Universitas Negeri Semarang) DWI PUSPITOSARI; Dwi Puji Asrini
Chi'e: Journal of Japanese Learning and Teaching Vol 11 No 2 (2023): CHI'E Jurnal Pendidikan Bahasa Jepang (Journal of Japanese Learning and Teaching
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/chie.v11i2.72189

Abstract

This study aims to determine the impacts of the Pandemic on the development of 4C skills and learning motivation. 21st-century skills are a collection of skills humans need to face the times. The skills are creative thinking, critical thinking and problem-solving, communication, and collaboration (4C). Students in the 21st century need at least one of these skills to communicate their ideas effectively, think creatively, solve problems, and make wise decisions independently or in groups. The Covid-19 pandemic has had a significant impact on all life sectors, including education. There has been a significant change in the learning model from face-to-face learning to online or hybrid learning. This study uses an online questionnaire distributed to the students of Universitas Negeri Semarang Japanese language education study program. We collected the data from a total of 115 students. The questionnaire results, which were distributed to 115 students, found that the offline learning model was felt to hone the development of 4C skills. Regarding learning motivation, it was found that 76% of respondents felt that learning motivation had decreased, and 24% answered that they did not experience a decrease in learning motivation.
Co-Authors Ai Sumirah Setiawati Dwi Puji Asrini Heni Hernawati