Garuda - Garba Rujukan Digital

IMPLEMENTASI OFFICE 365 PADA GURU SMAN 5 ENREKANG DALAM MEWUJUDKAN PEMBELAJARAN JARAK JAUH SELAMA MASA PANDEMI COVID-19 Alamsyah; Muftihaturrahmah Burhamzah; Syarifah Fatimah; Wahyu Kurniati Asri; Misnah Mannahali; Laelah Azizah
PEDAMAS (PENGABDIAN KEPADA MASYARAKAT) Vol. 1 No. 1 (2023): MEI 2023
Publisher : MEDIA INOVASI PENDIDIKAN DAN PUBLIKASI

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Sebagai langkah awal, kegiatan pengabdian ini dilaksanakan dengan jalan menerapkan aplikasi-aplikasi yang disediakan oleh Microsoft® Office 365, Office 365 merupakan Software as a Service (SaaS) yang memungkinkan penggunanya untuk mengakses email, dokumen, kontak, kalender, dan berkolaborasi di mana saja dengan menggunakan berbagai perangkat seperti: PC, laptop, tablet, atau smartphone (Ferdiana, Eka, & Fauzan, 2013). Untuk instansi pendidikan seperti sekolah dan perguruan tinggi produk ini tidak dipungut biaya (Microsoft, 2017). Produk ini dipilih karena banyak sekolah dan perguruan tinggi yang belum memanfaatkannya dengan baik. Saat ini, setidaknya terdapat 23 aplikasi (contohnya Delve, Flow, Planner, Flow, Tugas, Video, Yammer) yang disediakan secara gratis. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan literasi media digital ke dalam aktivitas belajar-mengajar sehari-hari sehingga tercipta paperless classroom yang menciptakan pembelajaran yang lebih bermakna, ekonomis, serta sumber belajar yang multikonten (suara, gambar, video, dan tautan laman). Khalayak sasaran pengabdian adalah pendidik yang berasal dari dosen, guru, dan beberapa calon guru di wilayah Kabupaten Enrekang. Kegiatan pengabdian dilaksanakan dengan berbagai metode mulai dari survei, focus group discussion, demonstrasi, unjuk kerja, pendampingan, hingga kursus daring (online) dengan memanfaatkan Microsoft® Office 365 dengan bekerja sama dengan Microsoft Indonesia. Materi pelatihan yang diberikan meliputi pembuatan portofolio digital menggunakan ClassNotebook, menciptakan kuis dan survei daring menggunakan Form, memproduksi presentasi dan laporan interaktif menggunakan Sway, dan menyimpan dan membagikan bahan materi menggunakan layanan penyimpanan awan, OneDrive.

WORKSHOP FACETIME PADA SISWA SMA DI MAJENE DALAM MEWUJUDKAN PEMBELAJARAN M-LEARNING Syarifah Fatimah; Muftihaturrahmah Burhamzah; Alamsyah; Wahyu Kurniati Asri; Misnah Mannahali; Laelah Azizah
PEDAMAS (PENGABDIAN KEPADA MASYARAKAT) Vol. 1 No. 1 (2023): MEI 2023
Publisher : MEDIA INOVASI PENDIDIKAN DAN PUBLIKASI

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FaceTime adalah produk telepon video eksklusif yang dikembangkan oleh Apple Inc. FaceTime tersedia di perangkat seluler iOS yang didukung yang menjalankan iOS 4dan yang lebih baru dan komputer Mac yang menjalankan Mac OS X 10.6.6 dan yang lebih baru. FaceTime mendukung perangkat iOS apa pun dengan kamera menghadap ke depan dan komputer Mac apa pun yang dilengkapi dengan Kamera FaceTime. FaceTime Audio, versi audio saja, tersedia di semua perangkat iOS yang mendukung iOS 7 atau yang lebih baru, dan semua Mac dengan kamera menghadap ke depan yang menjalankan Mac OS X 10.9.2 dan yang lebih baru. FaceTime disertakan secara gratis di iOS dan di macOS dari Mac OS X Lion (10.7) dan seterusnya. Sejak rilis iOS 15 dan macOS Monterey, sistem non-Apple dapat digunakan untuk berpartisipasi dalam panggilan FaceTime menggunakan klien web. FaceTime bekerja dengan membuat koneksi antara dua perangkat yang didukung. Sebagian besar perangkat Apple (seperti iPhone, iPad, dan Mac) yang diperkenalkan setelah 2011 mendukung FaceTime. FaceTime saat ini tidak kompatibel dengan perangkat non-Apple atau layanan panggilan video lainnya. Model Mac yang diperkenalkan pada tahun 2011 memiliki video definisi tinggi FaceTime, yang digunakan perangkat secara otomatis saat kedua ujungnya memiliki kamera FaceTime HD. Pada 7 Juni 2021, selama WWDC Keynote Apple, diumumkan bahwa FaceTime akan tersedia untuk pengguna Android dan Windows melalui web. Fitur baru bernama SharePlay diumumkan untuk FaceTime di iOS 15, iPadOS 15 , dan macOS Monterey di acara yang sama. Ini akan memungkinkan pengguna di iPhone, iPad, dan Mac berbagi musik, video, atau layar mereka dengan orang-orang dalam panggilan. Apple menyatakan bahwa fitur tersebut menggunakan API yang dapat diaktifkan pada layanan media apa pun dan SharePlay dijadwalkan untuk mendukung Apple Music, aplikasi Apple TV (termasuk Apple TV+), Disney+, Hulu, HBO Max., Paramount+, TikTok , Twitch dan beberapa sumber media lainnya saat peluncuran. M-Learning (m-learning) atau Mobile Learning berhubungan dengan pembelajaran menggunakan perangkat mobile seperti PDAs, mobile phone, laptop dan peralatan teknologi informasi lain untuk pembelajaran. Seiring dengan perkembangan teknologi informasi dan komunikasi, platform e-learning berubah dari komputer desktop ke laptop dan perangkat mobile lainnya. Perkembangan kemampuan pemprosesan informasi pada perangkat mobile meningkat, dengan adanya berbagai aplikasi seperti game, komunikasi bisnis, komunikasi nirkabel dalam kehidupan masyarakat. Hal ini membuka peluang untuk pembelajaran yang dilakukan menggunakan perangkat mobile yang disebut M-Learning.

IMPROVING GERMAN NARRATIVE TEXT WRITING SKILLS WITH THE HELP OF SERIALIZED IMAGES WITH THE THINK TALK WRITE LEARNING MODEL Misnah Mannahali; Alamsyah; Femmy Angreany
Curricula: Journal of Teaching and Learning Vol. 9 No. 1 (2024): Curricula : Journal of Teaching and Learning
Publisher : LLDIKTI Wilayah X

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This study aims to describe the effect of the application of the Think, Talk, Write learning model assisted by serialized images on improving the German narrative writing skills of SMA Negeri 1 Bone students. The study population was all students of SMA Negeri 1 Bone who studied German. While the sample used is a total sample, which is taken from the entire population of 30 people, the research data were obtained by using initial observation and tests, namely the pretest and posttest. The collected data were analyzed using the T test by first finding the average value of the two tests. From the results of the data analysis obtained, the value of the t-count was 9.923 > than the t-table was 2.048 at a significance level of 0.05%. In addition, the average score obtained by students on the pretest was 68.24%, which was below the value of learning completeness. While the average value obtained by students in the post-test is 84.11, this shows an increase of 15.87%. These results indicate that the Think, Talk, Write learning model assisted by serialized images can significantly improve the German narrative writing skills of SMA Negeri 1 Bone students.

Gamification on LMS and Learning Motivation in German Grammar: An ARCS-Based Study in Indonesian Higher Education Ambo Dalle; Johar Amir; Alamsyah; Sabrina Saiidi; Alissa Geisler
Journal of Vocational, Informatics and Computer Education Vol 3, No 2 (2025): December 2025
Publisher : Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66053/voice.v3i2.842

Purpose – This study investigates the association between implementing gamification elements in a Learning Management System (LMS) and students' learning motivation in a German Grammar (Grammatik) course. Low learning motivation in repetitive and complex grammar instruction constitutes the primary background of this research. Methods – The study employed a one-group pretest-posttest quasi-experimental design involving 30 students enrolled in the German Language Education Study Program. Data were collected using a Motivation Scale based on the ARCS model (Attention, Relevance, Confidence, Satisfaction) comprising 20 items on a five-point Likert scale. Data analysis utilized the Wilcoxon Signed-Rank test and N-Gain score. Findings – A statistically significant improvement in learning motivation was observed following gamification implementation (Z = −4.782; p < 0.001; r = 0.87). The mean score increased from 63.13 (pretest) to 81.00 (posttest). Progress Bar (mean satisfaction = 4.63) and Points (4.52) received the highest student satisfaction ratings among the five implemented gamification elements. Research implications – Limitations include a small sample size (n = 30) from a single institution, a one-group design without a control group, and an intervention duration limited to one semester. Generalization of findings should be exercised with caution. Originality – This study represents one of the first empirical investigations of gamification within an institutional LMS in the context of German Grammar instruction in Indonesian higher education, developing an ARCS-based motivation instrument adapted for the Deutsch als Fremdsprache (DaF) context.

Heuristic Evaluation of German Language Mobile Learning Applications Among Indonesian University Students Syarifah Fatimah; Muftihaturrahmah Burhamzah; Alamsyah; Sabrina Saiidi
Journal of Vocational, Informatics and Computer Education Vol 3, No 2 (2025): December 2025
Publisher : Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66053/voice.v3i2.843

Purpose – Despite the growing availability of German language mobile learning applications, no empirical usability evaluation targeting Indonesian university students enrolled in German Language Education study programmes has been reported. This study evaluates the usability of three mobile applications used in German language learning two commercial apps and one campus-developed app using Nielsen's (1994) heuristic evaluation framework. Methods – A heuristic evaluation was conducted by 25 student evaluators trained in Nielsen’s ten usability heuristics. Each evaluator independently rated usability problems on a 0–4 severity scale across three apps: Duolingo (App A), Babbel (App B), and a campus-developed mobile LMS (App C). Evaluators also completed the System Usability Scale (SUS). Data were analysed using descriptive statistics and the Friedman test with Wilcoxon signed-rank post-hoc comparisons (α = .05), appropriate for the repeated-measures design in which the same 25 evaluators assessed all three applications. Findings – The campus app (App C) yielded the highest overall mean severity score (2.09) with 90 usability problems identified, predominantly in the Minor to approaching-Major severity range (mean scores 1.5–2.8 on Nielsen’s 0–4 scale). The most severe violations involved Help and Documentation (H10: M = 2.8) and Flexibility and Efficiency of Use (H7: M = 2.6). SUS scores were: App A = 82.4 (Good), App B = 74.8 (Good), App C = 51.6 (OK). Within-evaluator differences across the three applications were statistically significant for both severity (Friedman χ²(2) = 38.42, p < .001, W = .77) and SUS (Friedman χ²(2) = 34.88, p < .001, W = .70), with large effect sizes. Research implications – Findings are limited by the use of trained student evaluators rather than expert usability professionals, a single-institution sample, and the absence of summative user testing with actual German language learning tasks. The simulated evaluation context may not capture all real-world interaction patterns. Originality – This study is the first to apply Nielsen's heuristic evaluation framework to German language mobile learning applications in the Indonesian higher education context. It provides an empirically grounded usability problem list and design recommendations specifically relevant to campus-developed German language learning apps, contributing to both HCI research and German language education technology practice.

The Effect of Indonesian-Language Chatbot Interface Design on User Experience in an Academic Writing Practice Platform in Higher Education Johar Amir; Ambo Dalle; Alamsyah; Sabrina Saiidi
Journal of Vocational, Informatics and Computer Education Vol 3, No 2 (2025): December 2025
Publisher : Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66053/voice.v3i2.844

Purpose – Academic writing proficiency remains a persistent challenge for university students in Indonesia. This study investigates whether differences in the user interface (UI) design of an Indonesian-language chatbot - specifically a formal/minimalist design versus a conversational/feature-rich design - produce significant differences in user experience (UX) within an academic writing practice platform at the higher education level. Methods – A quasi-experimental design was employed with 30 undergraduate students divided into two groups of 15. Participants interacted with their assigned chatbot interface across four writing sessions. Data were collected using the System Usability Scale (SUS), the User Experience Questionnaire (UEQ), and a domain-specific seven-item Chatbot Response Quality instrument developed for the Indonesian academic writing context. Between-group differences were analysed using the Mann-Whitney U non-parametric test (α = .05). Findings – The conversational/feature-rich design (Design B) significantly outperformed the formal/minimalist design (Design A) on overall usability (Mean SUS: 88.17 vs. 72.67; p = .002), four of six UEQ dimensions - Attractiveness (p = .018), Perspicuity (p = .041), Stimulation (p = .001), and Novelty (p < .001) - and Indonesian-language chatbot response quality (p = .003). No significant differences were found in UEQ Efficiency (p = .058) or Dependability (p = .237). Research implications – Findings are based on a small single-institution sample (n = 15 per group), limiting generalisability. The domain-specific instrument has not yet undergone full psychometric validation. Results may not transfer uniformly across Indonesia's diverse regional and institutional contexts. Originality – This study is among the first to experimentally compare chatbot interface design variants within an Indonesian-language academic writing context and to develop a domain-specific UX instrument tailored to this setting. The findings provide empirical and actionable design guidelines for developers of Indonesian-language educational chatbots, and establish a replicable research framework for further cross-institutional and longitudinal investigation.

Implementation of a German-Language Voice User Interface as a Pronunciation Practice Medium for Students of German Language Education in Makassar Alamsyah; Syarifah Fatimah; Muftihaturrahmah Burhamzah; Sabrina Saiidi
Journal of Vocational, Informatics and Computer Education Vol 3, No 2 (2025): December 2025
Publisher : Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66053/voice.v3i2.847

Purpose – Pronunciation acquisition remains a major challenge for Indonesian learners of German because several German phonemes are absent from the Indonesian phonological system. This study investigated the effectiveness of a German-language Voice User Interface (VUI) as a pronunciation practice medium for undergraduate students in the German Language Education programme at Universitas Negeri Makassar, Indonesia, focusing on five challenging German phonemes: /r/, /ü/, /ö/, /ch/, and /ä:/. Methods – A one-group pretest-posttest quasi-experimental design was employed with 36 undergraduate students. The VUI-based pronunciation intervention was conducted over eight weeks. Data were collected using the Pronunciation Accuracy Rating Scale (PARS), Speech Intelligibility Scores (SIS) assessed by two native-speaker judges (ICC = 0.89), a Pronunciation Confidence Questionnaire (PCQ), and a Technology Acceptance Questionnaire (TAQ). Data were analysed using the Wilcoxon Signed-Rank test (α = .05). Findings – Pronunciation performance improved significantly following the intervention. The overall mean PARS score increased from 50.5 to 72.0, with an N-Gain of 43.4% (Z = −5.241, p < .001, r = 0.87). SIS scores improved from 51.8 to 72.3 (p < .001, r = 0.84). All five PCQ dimensions showed descriptive gains, and the overall PCQ score improved significantly (p < .001, r = 0.86), with the overall confidence mean increasing from 2.64 to 4.05. Technology acceptance was high (TAQ mean = 4.23), and peer recommendation intention received the highest rating (M = 4.44). Among the target phonemes, /r/ and /ä:/ showed the highest N-Gains (45.0% and 44.9%), while /ö/ remained the most challenging (41.1%). The /ch/ phoneme had the lowest pre-test score and the largest absolute gain. Research Implications and Originality – Findings should be interpreted in light of the study’s single-group design, limited sample, short intervention period, and absence of delayed post-testing. This study is the first to evaluate a German-language VUI for pronunciation practice in a South Sulawesi higher education context and contributes an adapted PARS instrument together with evidence-based recommendations for German pronunciation pedagogy.

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