5,187 research outputs found
NILAI-NILAI PENDIDIKAN HUMANISTIK PERSPEKTIF ABDUR RAHMAN AL AHDHORI DALAM KITAB SULLAMUL MUNAWRAQ
No full textAkal memang diciptakan guna mampu berpikir dalam kehidupan dan tanda-tandanya. Akan tetapi dalam pemikiran tersebut akal menjaga kesalahan hati dalam berfikir. Fokus penelitian ini yakni konsep dan nilai-nilai pendidikan humanistik dalam perspektif Abdur Rahman al Ahdhori dalam Kitab Sullamul Munawraq. Metode dalam penelitian ini menggunakan library research. Jenis penelitian yang digunakan adalah dekriptif kualitatif. Hasil penelitian ini adalah dengan konsep pendidikan humanistik dalam perspektif Abdur Rahman Al Ahdhori dalam Kitab Sullamul Munawraq yaitu peraturan-peratutan untuk menjaga hati dari kesalahan dalam berfikir. Serta nilai-nilai pendidikan humanistik dalam perspektif Abdur Rahman Al Ahdhori dalam Kitab Sullamul Munawraq yaitu a) Tashawur (Konsepsi), b) Tashdiq (Persepsi), c) Qadhiyyah (Proposisi), d) Nadzori (Spekulatif), e) Dharuri (apriori). Pendidikan humanistik dalam perspektif Abdur Rahman Al Ahdhori dalam Kitab Sullamul Munawraq yaitu menjaga hati dari kesalahan berfikir dengan cara mengimplementasikan nilai-nilainya tersebut
“If We Learn for Ourselves, We Don’t Have to Be Taught”: Native Childhood and Pedagogies of Becoming in Tommy Orange’s There There
No full textSamira Abdur-Rahman looks at how Native children and youth develop their identities in Tommy Orange\u27s There There
REKONSTRUKSI SISTEM PENDIDIKAN ISLAM DALAM PANDANGAN KH. ABDUR RAHMAN WAHID
No full textIslamic education system is very important in an Islamic educational institution, because this system will color Rahman Wahid Islamic education in the future. In the post-independence era of Islamic education system in Indonesia is still chaotic, therefore KH. Abdur Rahman Wahid who we used to know as Gus Dur contributed his thoughts on the good Islamic education system in Indonesia. Therefore the need for reconstruction within the body of Islamic education in Indonesia. This article examines Gus Dur's ideas in the Islamic education system and uses an analytical content approach based on Gus Dur's works
Computer aided analysis of ill-conditioned circuits
No full textIn this thesis a nodal equation extension technique to solve ill-conditioned circuits on a short word-length computer is presented. Ill-conditioned circuits are characterised by widely different conductance values which cause 'catastrophic cancellations' during Gaussian elimination on the nodal admittance matrix. Two algorithms, called the MNA1 and the MNA2, which circumvent catastrophic cancellations by extending the nodal equation sets, are presented. Basically, these algorithms use branch-currents (MNA1) or algebraic combinations or branch currents (MNA2) as additional variables to extend the circuitequation set. Cancellations during the forward and backward substitution parts of the Gaussian elimination are avoided by an accurate floating point summation algorithm. A new data structure which allows partial pivoting on sparse matrices is described and compared with the Azar-Nichols data structure. Whereas the latter partitions the nodal admittance matrix into sparse and non-sparse parts, the new data structure has only a sparse partition. A pivoting technique due to Stewart, which employs modification of unsuitable pivots, rather than interchanges of rows or columns, to preserve matrix sparsity is also investigated. Computer programs developed to implement the algorithms under the program suite SUICIDES are described and results compared with other standard analysis algorithms. The nodal extension algorithms, namely the MNA1 and the MNA2, are found to produce accurate results for ill-conditioned circuits, the MNA2 being generally slower than the MNA1. For well-conditioned circuits these methods are computationally more expensive than the standard Nodal Analysis (NA). As a compromise between speed and accuracy, we also present an algorithm which normally uses the computationally inexpensive NA algorithm but switches to the MNA1 algorithm when ill-conditioning is detected. Simulation of a number of test circuits shows that for well-conditioned circuits, the switching algorithm is as fast as the NA algorithm and for ill-conditioned circuits is only marginally slower than the MNA1. The overhead for implementation of the algorithm in a general purpose circuit analysis program suite is reasonable.</p
Nilai - nilai pendidikan islam dalam buku “gitu aja kok repot” karangan abdur rahman
No full textAbstract
Penelitian ini bertolak dari nilai merupakan akhlak yang termasuk dalam ciri khas islam sehingga seorang muslim harus memiliki akhlak yang baik untuk menjadi habitnya. Dalam islam akhlak adalah hal utama dalam perilaku termasuk dalam hal humor. Humor adalah suatu hal yang dapat mengundang senyum dan tawa seseorang. Humor menjadi warna dalam mengembalikan suasana hati. Didalam islam humor diatur salah satunya tidak boleh berdusta dalam bercanda. Nilai-nilai pendidikan Islam disetiap perilaku, berarti melahirkan nilai-nilai Islami yang memberi ruang lingkup keagamaan. Nilai disini yang dimaksud adalah nilai yang diajarkan di dasarkan pada ajaran Islam. Penelitian ini bertujuan untuk mendeskripsikan nilai-nilai pendidikan Islam dalam Buku “Gitu Aja Kok Repot” Karangan Abdur Rahman.
Penelitian yang akan dilakukan adalah penelitian kualitatif dengan menggunakan metode penelitian pustaka (Library Research), sumber data primer dalam penelitian ini adalah Buku Gitu Aja Kok Repot karangan Abdur Rahman, sumber data sekunder adalah berupa buku atau jurnal mengenai Gus Dur dan Nilai-Nilai Pendidikan Islam. Analisis yang peneliti gunakan dalam pengambilan data adalah analisis isi (content analysis), yaitu mengumpulkan data mengenai humor yang didalamnya ada nilai-nilai pendidikan Islam. Kemudian peneliti menganalisis isi teks humor yang telah dipilih dan diklarifikasikan dalam nilai-nilai pendidikan Islam serta dihubungkan dengan teori-teori yang relevan.
Hasil penelitian ini menunjukkan bahwa dari penelitian tentang nilai-nilai pendidikan Islam yang terdapat dalam Buku “Gitu Aja Kok Repot” Karangan Abdur Rahman, terdapat dua hal yang terkandung dalam Buku “Gitu Aja Kok Repot”, yaitu, nilai- nilai pendidikan Islam dan penanaman nilai-nilai Islam. Pertama, nilai-nilai pendidikan Islam terdiri dari nilai ibadah dan akhlak. Kedua, metode penanaman nilai-nilai Islam terdiri dari metode keteladanan dan metode nasihat.
ABSTRACT
This research based on the values that are included in the characteristics of Islam so that a Muslim must have good morals to become their habit. In Islam, morality is the main thing in behavior, including in terms of humor. Humor is something that can invite someone to smile and laugh. Humor makes people happy. In Islam, humor is regulated, one of which is not to lie The values of Islamic education in every behavior, means making Islamic values that give a religious scope. Its mean the value taught based on Islamic teachings. This study aims to describe the values of Islamic education in the book "Gitu Aja Kok Repot" by Abdur Rahman.
This research was qualitative research used the library research method, the primary data source in this study was book of Abdur Rahman , secondary data sources were in the form of books or journals about Gus Dur and the Values of Islamic Education. . The analysis that researchers used in data collection. It was content analysis, which is collecting data about humor in which there were values of Islamic education. Then the researcher analyzed the contents of the humorous text that had been selected and clarified in the values of Islamic education and was linked with relevant theories.
The results of this study indicate that from research on the values of Islamic education contained in the book “Gitu Aja Kok Repot” by Abdur Rahman, there are two things contained in the book “Gitu Aja Kok Repot”, that is, the values of Islamic education and the cultivation of Islamic values. First, the values of Islamic education consist of the values of worship and morals. Second, the method of inculcating Islamic values consists of the exemplary method and the advice method
Osteobrama cotio Rahman & Norén & Mollah & Kullander 2018, sensu stricto
No full textMaterial examined. Osteobrama cotio sensu stricto : India. Brahmaputra River drainage: NRM 40331, 12, 26.7–43.3 mm SL; Assam, about 30 km SW of Dibrugarh, Sessa River close to Patiola village, 27°18ʹ47ʺN 94°49ʹ46ʺE; 21 Jan 1998. F. Fang & A. Roos (FANG-98-006).— — Ganga River drainage: NRM 40479, 8, 32.8–37.5 mm SL; Bihar, roadside ditch about 8 km on road Lukeesarai–Munger, 25°13ʹ52ʺN 86°3ʹ27ʺE; 28 Jan 1998, F. Fang & A. Roos (FANG-98-018). — Bangladesh. Meghna River drainage: NRM 68828,1, 49.1 mm SL; NRM 68885, 8, 37.4–66.9 mm SL; Sylhet Division: Sylhet District: Golapganj: Surma River left bank, at Kheaghat point, 1.5 km upstream from Golapganj, 24°51ʹ40ʺN 91°59ʹ37ʺE; 23 Mar 2016, M.M. Rahman, et al. (SRL-2016-013).— NRM 66129, 1, not measured; DU 9031/ NRM 69352, 1, not measured; NRM 68929,1, 64.6 mm SL; Dhaka Division: Khishoreganj District: Ashuganj, Meghna River at Ashuganj Point, 24°2ʹ47ʺN 91°0ʹ20ʺE; 20 Mar 2016. M.M. Rahman, et al. (SRL-2016-005).— NRM 68904, 2, 53.9– 47.4 mm SL; NRM 69284, 1, 45.7 mm SL; NRM 69291, 1, not measured; NRM 68948, 2, 55.9–58.6 mm SL; Sylhet Division: Sylhet District: Fenchuganj, Kushiyara River left bank in Fenchuganj at junction with Juri River, 24°42ʹ19ʺN 91°57ʹ16ʺE; 22 Mar 2016. M.M. Rahman, et al. (SRL-2016-008).— NRM 68918, 3, 43.7–46.2 mm SL; NRM 68995, 1, not measured; Sylhet Division, Sylhet District, Goyanghat, Piyain Goyan River near Goyanghat, 25°5ʹ18ʺN 91°58ʹ53ʺE; 25 Mar 2016, M.M. Rahman, et al. (SRL-2016-020).— Padma River drainage: DU 6149, 1, 41.6 mm SL Dhaka Division: Munshigonj district: Arial Beel, 23°34ʹ47ʺN, 090°16ʹ20ʺE; 10 Oct 2014, M.M. Rahman. — NRM 67729, 4, 38.5–39.6 mm SL; Dhaka Division: Sreenagar: fish market in Shonbari, Sreenagar, [23°32ʹ38ʺN 90°17ʹ47ʺE]; 2 Dec 2014. M.M. Rahman, et al. (SRL-2014-018).— Feni River drainage: DU 6112, 4, 33.8–61.4 mm SL; Chittagong Division, Feni District: Feni River and Shitakunda Hillstream: Kohua River, 22°54ʹ42ʺN, 091°30ʹ10ʺE; M.M Rahman, 29 May 2015 (SL-6). Osteobrama cotio sensu lato : Bangladesh. Karnafuli River drainage: DU 9031/ NRM 66545, 1, not measured; NRM 67721, 1, 59.0 mm SL; Chittagong Division: Rangamati District: Rangamati, town fish market, fish from Kaptai Lake; 22°38ʹ59ʺN 92°11ʹ1ʺE. 27 Nov 2014. M.M. Rahman, et al. (SRL-2014-001).— NRM 67707, 9, 52.0– 74.4 mm SL; NRM 70222, 9, 29.6–53.9 mm SL; NRM 70230, 2, 43.0–50.0 mm SL, cleared and stained; Chittagong Division: Rangamati District: Rangamati, fish landing pier, fish from Kaptai Lake, 22°39ʹ0ʺN 92°11ʹ9ʺE; 27–28 Nov 2014, M.M. Rahman et al. (SRL-2014- 002).— Sangu River drainage: NRM 67175, 48.2 mm SL; Chittagong Division: Bandarban District: Sangu River at Dhopachari, 22°12ʹ22ʺN 92°8ʹ2ʺE. 13 May 2015. M.M Rahman et al. (SRL-2015-025).Published as part of Rahman, Md. Mizanur, Norén, Michael, Mollah, Abdur Rob & Kullander, Sven, 2018, The identity of Osteobrama cotio, and the status of " Osteobrama serrata " (Teleostei: Cyprinidae: Cyprininae), pp. 105-118 in Zootaxa 4504 (1) on page 108, DOI: 10.11646/zootaxa.4504.1.5, http://zenodo.org/record/260888
Prestressed concrete and local application - by Abdur-Rahman Rabah Husayni
No full textSenior project (B.S.C.E.)--American University of Beirut, Dept. of Civil Engineering,1952Bibliography: leaf 100
The identity of Osteobrama cotio, and the status of "Osteobrama serrata " (Teleostei: Cyprinidae: Cyprininae)
No full textRahman, Md. Mizanur, Norén, Michael, Mollah, Abdur Rob, Kullander, Sven (2018): The identity of Osteobrama cotio, and the status of "Osteobrama serrata " (Teleostei: Cyprinidae: Cyprininae). Zootaxa 4504 (1): 105-118, DOI: 10.11646/zootaxa.4504.1.
A community-based educational approach to enhance learning outcomes in Black hypertension patients
No full textThe purpose of the study was to determine whether a community-based education program could enhance learning among Black hypertensive clients and whether a relationship exists between powerlessness and learning. The Abdur-Rahman Interaction Model provided the conceptual basis for the study. An experimental two-group, before-after design was used, with sixty (60) subjects from four church settings. The experimental group (n = 30) participated in a semi-structured hypertension education program. Data were collected using the Demographic Data Questionnaire, the Hypertension Knowledge Questionnaire and the Health Care Powerlessness Scale. A 2 x 2 analysis of variance revealed significant differences in knowledge scores between the experimental and control groups (19.76 vs. 14.86, p < 0.05). The Pearson correlation coefficient indicated a positive relationship between powerlessness and knowledge. The study findings indicate that a community-based intervention can enhance learning outcomes and that the variable powerlessness affects knowledge acquisition
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