9 research outputs found
DIAJUKAN SEBAGAI TUGAS PENGEMBANGAN KEPROFESIANBERKELANJUTAN (PKB) SESUAI PERATURAN MENPAN RBNO: 16TAHUN 2009
No full textMathematics is one of the important subjects in realizing a meaningful mathematics learning process. Mathematics learning that is integrated in real life and can provide moral values to students. Teachers must be creative and innovative in choosing strategies, methods and approaches that are appropriate to pandemic conditions. Distance learning emergencies. Learning activities are designed in such a way as to provide learning experiences that involve the mental and physical processes of students. The learning process is through interaction between students and teachers, teachers with parents and the environment at a distance.
Strategies, methods and approaches are work steps that must be prepared in order to achieve basic competencies. The learning experience in question can be realized through the use of a variety of student-centered learning strategies.Matematika merupakan salah satu mata pelajaran yang penting dalam mewujudkan proses pembelajaran matematika yang bermakna. Pembelajaran matematika yang terintegrasi dalam kehidupan nyata serta dapat memberikan nilai moral kepada peserta didik. Guru harus kreatif dan inovatif dalam memilih stategi, metode dan pendekatan yang tepat dengan kondisi pandemi. Kondisi darurat dengan pembelajaran jarak jauh. Kegiatan pembelajaran dirancang sedemikian rupa untuk memberikan pengalaman belajar yang melibatkan proses mental dan fisik peserta didik. Proses pembelajaran melalui interaksi antar siswa dengan guru, guru dengan orang tua dan lingkungan dengan jarak jauh.
Strategi, metode dan pendekatan merupakan langkah kerja yang harus disiapkan dalam rangka pencapaian kompetensi dasar. Pengalaman belajar yang dimaksud dapat terwujud melalui penggunaan strategi pembelajaran yang bervariasi dan berpusat pada siswa
Penerapan Model Pembelajaran Kooperatif Tipe Team Games Tournament untuk Meningkatkan Hasil Belajar Matematika Materi Sistem Koordinat Siswa Kelas VIII 6 di MTS Negeri 3 Kota Padang Tahun Pelajaran 2018/2019
No full textModel pembelajaran kooperatif tipeTGT suatu model pembelajaran yang dilakukan dengan proses permainan. Proses pembelajaran yang melibatkan keaktifan siswa memberikan rasa percaya diri. Model pembelajaran kooperatif tipeTGT membuat siswa lebih aktif dan bersemangat dalam belajar.
Tujuan penelitian ini adalah untuk meningkatkan hasil belajar siswa kelas VIII 6 pada pembelajaran matematika melalui menerapkan model pembelajaran team games tournament pada pembelajaran matematika materi sistem koordinat di MTsN 3 Kota Padang tahun Pelajaran 2018/2019.
Rancangan penelitian yang digunakan dalam penelitian ini adalah penelitian tindakankelas (PTK). Pada penelitian ini, subyek penelitiannya adalah siswa kelas VIII 6 MTs Negeri 3 Kota Padang, dengan jumlah siswa 36 siswa.
Berdasarkan hasil penelitian yang dilakukan oleh peneliti pada penerapan model pembelajaran kooperatif tipe TGT menunjukan terdapat peningkatan pada setiap siklusnya diantaranya adalah pada tahap prasiklus siswa yang tidak mencapai KKM 75 sebanyak 28 siswa (78%) sedangkan yang mencapai KKM 75 atau lulus sebanyak 8 siswa (22%) dengan nilai rata-rata sebesar 63.19, sedangkan pada siklus pertama mengalami peningkatan yakni dengan jumlah siswa 36 siswa yang tuntas atau mencapai KKM 75 sebanyak 20 siswa (56%), sedangkan yang tidak tuntas 16 siswa (44%) dengan nilai rata-rata sebesar 71.11, selanjutnya pada siklus kedua dengan siswa 36 orang siswa yang tuntas 31 siswa (86%) sedangkan yang tidak tuntas 5 orang siswa (14%) dengan nilai rata-rata sebesar 76.80.
Dapat disimpulankan bahwa melalui penerapan model pembelajaran Kooperatif tipe Teams Game Tournament (TGT) dapat meningkatkan hasil belajar Matematika pada materi system koordinat siswa kelas VIII 6 MTs Negeri 3 Kota Padang tahun pelajaran 2018/2019
PENDEKATAN CONTEXTUAL TEACHING AND LEARNING (CTL) DALAM PEMBELAJARAN OPERASI BENTUK ALJABAR
No full textPembelajaran yang berorientasi pada penguasaan materi dianggap gagal menghasilkan peserta didik yang aktif, kreatif dan inovatif, sehingga perlu ada pendekatan pembelajaran yang lebih bermakna, yang penekanannya pada masalah-masalah aktual yang secara langsung berkaitan dengan kehidupan nyata yang ada di masyarakat. Dan pendekatan pembelajaran yang cocok sebagai solusi terhadap masalah di atas adalah pembelajaran kontekstual (CTL). Pendekatan Kontekstual (CTL) merupakan konsep belajar yang beranggapan bahwa anak akan belajar lebih baik jika lingkungan diciptakan secara alamiah, artinya belajar akan lebih bermakna jika anak “bekerja” dan “mengalami” sendiri apa yang dipelajarinya, bukan sekedar “mengetahuinya”. Pembelajaran tidak hanya sekedar mentransfer pengetahuan dari guru kepada siswa, tetapi bagaimana siswa mampu memaknai apa yang dipelajari itu. Oleh karena itu, strategi pembelajaran lebih utama dari sekedar hasil. Dalam hal ini siswa perlu mengerti apa makna belajar, apa manfaatnya, dalam status apa mereka, dan bagaimana mencapainya. Mereka menyadari bahwa apa yang dipelajari akan berguna bagi hidupnya kelak. Dengan demikian, mereka akan belajar lebih semangat dan penuh kesadaran
Kemampuan Koneksi Matematis Peserta Didik dengan Pendekatan Pembelajaran Metaphorical Thinking
No full textTulisan ini membahas tentang kemampuan koneksi matematis peserta didik yang belajar dengan pendekatan metaphorical thinking di kelas VIII MTsN 6 Kota Padang. Penelitian ini adalah quasy experiment dengan randomized control group only design. Populasinya adalah seluruh kelas VIII MTsN 6 Kota Padang yang terdiri dari 14 kelas dengan VIII.13 dan VIII.14 sebagai kelas sampel. Instrumen yang digunakan adalah tes kemampuan koneksi matematis dan dianalisis secara statistic seperti uji normalitas, uji homogenitas dan uji hipotesis menggunakan uji-t. Hasil tes kemampuan koneksi matematis peserta didik yaitu kelas eksperimen 82.03 dan kelas kontrol 76.08. Uji hipotesis dengan = 0.05 diperoleh ttabel = 1.67 dan thitung = . Dengan demikian ditolak dan diterima. Hal ini menunjukkan bahwa kemampuan koneksi matematis peserta didik yang belajar dengan pendekatan metaphorical tinking lebih tinggi dari yang tidak menggunakan pendekatan tersebut. Dari hasil ini diharapkan guru dapat menerapkan pendekatan pembelajaran metaphorical thinking
Educational factors influencing academic achievement in biomedical sciences among undergraduate nursing students in Uganda: analytical cross‑sectional study
No full textSupplementary Information The online version contains supplementary material available at https:// doi. org/ 10. 1007/ s44217- 025-
00601-8.Introduction Biomedical science courses, including anatomy, physiology, and biochemistry, are challenging for many
undergraduate nursing students. This study explored academic achievement in these subjects and the impact of student
educational factors on performance among nursing students in Uganda.
Methods Analytical cross-sectional study of 208 nursing students from four Ugandan public universities examined aca
demic achievement in biomedical sciences. Using Grade Point Average (GPA) and letter grades as measures, the study
analysed the influence of student educational factors like prior academic performance, career choice, and learning
methods through Welch’s Analysis of Variance, Pearsons’s correlation and Linear Mixed-Effects model.
Results Academic achievement varied slightly across universities, with physiology having the highest mean GPA of
2.89 (1.83–3.70) and anatomy the lowest at 2.63 (2.04–3.30), resulting in an overall GPA of 2.80 ± 0.747. Most students
received C (37%) and D (33.7%) grades. Choosing nursing as a lower-priority career (β = 0.42, 95% CI 0.08–0.76, p = 0.02)
and infrequent participation in group discussions (β = −0.61, CI −1.21 to −0.12, p < 0.001) influenced academic achieve
ment in biomedical sciences. Secondary school performance showed negligible correlation with biomedical science
GPA (r = 0.1163).
Conclusion Academic achievement in biomedical sciences among Ugandan nursing students is marginal to moderate,
with most earning C and D grades. Universities should provide extra support to students who select nursing as their
f
irst choice while continuing to admit those who choose nursing as a later option. Encouraging small group discussions
among students could also be beneficial.
Keywords Academic · Performance · Biomedical · Sciences · NursingThis study did not have external funding. The funds that were involved were internally generated by the corresponding author
Makna Kadhib dalam QS. Ali Imran [3]: 94 Perspektif Tafsir Fath al-Qadir Karya al-Shawkani
No full textAbstractThis article explicitly reveals the meaning of "kadhib" in QS. A<li Imra>n [3]: 94 from the perspective of the Fath al-Qadir interpretation. This is based on the background that the term regarding lying is an interesting discussion, fundamentally conducted for hidden purposes that can only be known by the individual themselves. This research employs a descriptive analytical method through literature review with relevant and credible sources such as books, journals, theses, and others. Before exploring the content of the Quran, the author discusses the biography of al-Shawkani and the profile of his tafsir book. The results of this study indicate that the context of QS. A<li Imra>n [3]: 94, according to the Fath al-Qadir interpretation, is actualized in relation to the characteristics of the Jewish people. Although not specifically explained, al-Shawkani interprets the word "kadhib" in QS. A<li Imra>n [3]: 94 as a lie committed intentionally, and the implications of his statement lean more towards an element of inconsistency with the essence behind reality.Keywords: Kadhib; QS. A<li Imra>n [3]: 94; Tafsir Fath} al-Qadi>r. AbstrakArtikel ini mengungkap secara eksplisit tentang makna kadhib dalam QS. A<li Imra>n [3]: 94 perspektif tafsir Fath} al-Qadi>r. Hal ini diambil melalui latar belakang bahwa terma perihal berbohong menjadi salah satu pembahasan menarik, yang pada dasarnya dilakukan atas dasar tujuan tersembunyi dan tidak dapat diketahui selain dirinya sendiri. Penelitian ini menggunakan metode deskriptif analisis melalui penelusuran pustaka dengan sumber yang relevan dan kredibel seperti buku, jurnal, skripsi, dan lainnya. Sebelum mengeksplorasi isi Al-Qur'an, penulis membahas biografi al-Shawkani dan profil kitab tafsirnya. Hasil penelitian ini adalah konteks pada QS. A<li Imra>n [3]: 94, menurut tafsir Fath} al-Qadi>r, diaktualisasikan kepada sifat kaum Yahudi. Meskipun tidak dijelaskan secara spesifik, al-Shawkani memaknai kata kadhib dalam QS. A<li Imra>n [3]: 94 dengan kebohongan yang dilakukan secara sengaja dan implikasi pernyataannya lebih mengarah kepada unsur ketidaksesuaian terhadap hakikat dibalik realitas. Kata Kunci: Kadhib; QS. A<li Imra>n [3]: 94; Tafsir Fath} al-Qadi>r.This article reveals explicitly the meaning of kadhib in QS. Ali Imran [3]: 94 perspectives on the tafsir Fath al-Qadir. This is taken from the background that the term about lying becomes one of the interesting discussions, which is basically carried out on the basis of hidden goals and cannot be known other than oneself. The research method in this article uses descriptive analysis obtained through library research, with relevant and reliable sources, such as books, journals, theses, dissertations, and so on. Before getting as detailed an understanding as possible, the author first describes the biography of al-Shawkani and the profile of his commentary. Implicitly, of course, so reflective, because it aims to systematically find out the context as well as the contents contained in the Al-Qur'an. The result of this research is the context in QS. Ali Imran [3]: 94, according to the tafsir Fath al-Qadir, is actualized to the nature of the Jews. Although not specifically explained, al-Shawkani interprets the word kadhib in QS. Ali Imran [3]: 94 with lies that are done intentionally and the implications of his statement are more directed to the element of incompatibility with the nature behind reality
Empathy Toward Artificial Intelligence Versus Human Experiences and the Role of Transparency in Mental Health and Social Support Chatbot Design: Comparative Study
No full textBackgroundEmpathy is a driving force in our connection to others, our mental well-being, and resilience to challenges. With the rise of generative artificial intelligence (AI) systems, mental health chatbots, and AI social support companions, it is important to understand how empathy unfolds toward stories from human versus AI narrators and how transparency plays a role in user emotions.
ObjectiveWe aim to understand how empathy shifts across human-written versus AI-written stories, and how these findings inform ethical implications and human-centered design of using mental health chatbots as objects of empathy.
MethodsWe conducted crowd-sourced studies with 985 participants who each wrote a personal story and then rated empathy toward 2 retrieved stories, where one was written by a language model, and another was written by a human. Our studies varied disclosing whether a story was written by a human or an AI system to see how transparent author information affects empathy toward the narrator. We conducted mixed methods analyses: through statistical tests, we compared user’s self-reported state empathy toward the stories across different conditions. In addition, we qualitatively coded open-ended feedback about reactions to the stories to understand how and why transparency affects empathy toward human versus AI storytellers.
ResultsWe found that participants significantly empathized with human-written over AI-written stories in almost all conditions, regardless of whether they are aware (t196=7.07, P<.001, Cohen d=0.60) or not aware (t298=3.46, P<.001, Cohen d=0.24) that an AI system wrote the story. We also found that participants reported greater willingness to empathize with AI-written stories when there was transparency about the story author (t494=–5.49, P<.001, Cohen d=0.36).
ConclusionsOur work sheds light on how empathy toward AI or human narrators is tied to the way the text is presented, thus informing ethical considerations of empathetic artificial social support or mental health chatbots
Existence of Parallel Universes as Sacred Timelines: Narrative Concept in Modern Fictional Works
No full textMultidimensional or often referred to as the vast and countless universe (multiverse) is currently a hot issue in modern society and many people believe that the existence of this diverse universe is real. The representation of the existence of this diverse universe has been shown in the television series which is an adaptation of the comic series titled ‘Loki’, then a collection of fairy tales traveling to a fantasy world titled ‘The Chronicles of Narnia’ which in the big screen version consists of three main series namely The Lion, The Witch, And The Wardrobe, Prince Caspian and The Voyage of The Dawn Treader, then a novel titled ‘Dark Matter’ and a film entitled ‘Everything Everywhere All at Once'. These works of fiction are similar to the concept of emphasizing the process of transformation from the real world as it is today and then moving to other universes in the story. The main character in the story experiences a multi-dimensional journey that is difficult to explain logically. This study uses qualitative descriptive methods using a comparative literary approach combined with semiotic theory and the concept of equilibrium in narrative theory to dissect and analyze the hidden meanings that appear in these works of fiction. The results obtained from this study are that the idea of multi-dimensional life, multi-universes and parallel universes has become a very popular thing in various works of modern fiction. The superiority of storytelling techniques like this gives the author freedom and flexibility in creating a work, and the idea of storytelling like this will trigger tremendous curiosity for the reader or audience
● metadata [IO Islamic 327] کلّیّات ظهوری
No full text<p><a href="https://archive.org/details/catalogueofpersi01greauoft/page/n437/mode/2up"><strong>1500</strong></a></p><ul><li><a href="https://id.loc.gov/authorities/names/n80159653.html"><strong>Nūr al-Dīn Muḥammad Ẓuhūrī</strong></a><strong>, کلّیّات ظهوری</strong></li><li><strong>This manuscript is now IO Islamic 327 in the India Office collections.</strong></li><li><strong>[metadata: </strong><a href="https://www.worldcat.org/identities/lccn-n84101586/"><strong>Carl Hermann Ethé</strong></a><strong>, </strong><a href="http://doi.org/10.5281/zenodo.1323681"><i><strong>Catalogue of Persian Manuscripts in the Library of the India Office, volume 1</strong></i></a><strong>, no. 1500, here with annotations and hyperlinks].</strong></li></ul><p>A large (but by no means complete) collection of the poetical and prose-works of <a href="https://en.wikipedia.org/wiki/Muhammad_Zuhuri">Maulânâ Nûr-aldin Muḥammad Żuhûrî </a>of Tarshîz, or rather of <a href="https://en.wikipedia.org/wiki/Khujand">Khujand</a> near Tarshîz, in <a href="https://commons.wikimedia.org/wiki/File:Transoxiana_8th_century.svg">Khurâsân</a>, who went in early life to <a href="https://en.wikipedia.org/wiki/Yazd">Yazd</a> and betook himself A. H. 988 (A. D. 1580) to the <a href="https://en.wikipedia.org/wiki/Deccan_Plateau">Dakhan</a>, where he, like <a href="https://de.wikipedia.org/wiki/Malik_Kummi">Malik Ḳummî</a>, first settled in <a href="https://en.wikipedia.org/wiki/Ahmednagar">Aḥmednagar,</a> and afterwards in <a href="https://en.wikipedia.org/wiki/Bijapur">Bîjâpûr</a>. He married <a href="http://dx.doi.org/10.1163/9789004206106_eifo_SIM_4870">Malik Ḳummî</a>'s daughter and died, according to most <a href="https://en.wikipedia.org/wiki/Tadhkirah">tadhkiras</a>, A. H. 1025 (A. D. 1616), see the preceding copy of Malik Ḳummî's Kulliyyât; only Beale, <a href="http://doi.org/10.5281/zenodo.3342520">Oriental Biographical Dictionary</a>, p. 286ᵇ, gives the later date, A. H. 1026 (A. D. 1617), and the Khulâṣat-alkalâm, No. 44 (<a href="https://archive.org/details/catalogueofpersi01bodluoft/page/148/mode/2up">col. 298 in the Bodleian Cat</a>.), fixes his death in A. H. 1025 or 1027 (A. D. 1618); see besides Safinah, No. 559 (<a href="https://archive.org/details/catalogueofpersi01bodluoft/page/114/mode/2up">col. 229</a> in the Bodleian Cat.[<a href="http://doi.org/10.5281/zenodo.3344766">Catalogue of the Persian, Turkish, Hindûstânî and Pushtû Manuscripts in the Bodleian Library</a>]); Khazâna-i-'âmirah, No. 75 (ib., col. 258); Khulâṣat-alafkâr, No. 167 (ib., col. 308); Makhzan-algharâ'ib, No. 1503 (ib., col. 349), and <a href="https://de.wikipedia.org/wiki/Aloys_Sprenger">A. Sprenger</a>, Catal. [<a href="http://doi.org/10.5281/zenodo.3344757">A Catalogue of the Arabic, Persian and Hindu'sta'ny Manuscripts of the Libraries of the King of Oudh</a>], pp. <a href="https://archive.org/details/catalogueofarabi01spreuoft/page/44/mode/2up">44</a>, 112, 125, and 151; other copies of Żuhûrî's works are described in Bodleian Cat.[<a href="http://doi.org/10.5281/zenodo.3344766">Catalogue of the Persian, Turkish, Hindûstânî and Pushtû Manuscripts in the Bodleian Library</a>], Nos. 1076-1080; <a href="https://en.wikipedia.org/wiki/Charles_Pierre_Henri_Rieu">Rieu,</a> [<a href="https://zenodo.org/record/3333583">Catalogue of the Persian Manuscripts</a>] ii, pp. 678 and 679, 741 and 742, etc.; <a href="https://en.wikipedia.org/wiki/Aloys_Sprenger">A. Sprenger</a>, <a href="https://doi.org/10.5281/zenodo.3344757">Catal</a>., p. <a href="https://archive.org/details/catalogueofarabi01spreuoft/page/580/mode/2up">580</a>; <a href="http://worldcat.org/identities/lccn-nr89018053/">Rosen</a>, <a href="https://wellcomecollection.org/works/gyzcvtaf">Persian MSS</a>., p. 264; <a href="https://de.wikipedia.org/wiki/Wilhelm_Pertsch">W. Pertsch</a>, Berlin Cat. [<a href="http://doi.org/10.5281/zenodo.3346884">Verzeichniss der Persischen Handschriften</a>], pp. 909 and 910, etc. <a href="http://worldcat.org/identities/viaf-2158855755744141950/">'Abd-alrazzâḳ Sûrati</a>'s notice of the poet, under the title of مقدّمات ظهوری (written AH 1212/1797-98 CE), has been lithographed in Cawnpore, 1873. The present collection contains:</p><ul><li>A prose-treatise of the same character as Żuhûrî's well-known prefaces to the Nauras, the Gulzâr-i-Ibrâhîm, and the Khwân-i-Khalil, but different from these three and from all the other treatises hitherto known as composed by the same author, in spite of the frequent mention of the گلزار ابراهیم, sec. fol. 1ᵇ, II. 4 and 5: گلزار ابراهیم نام نهاد; fol. 2ᵃ, I. 4 ab infra: آب بگلزار ابراهیم داد, and fol. 4ᵇ, last line: که شد گلزار ابراهیم نامش (the genuine preface to the گلزار ابراهیم follows in No. 4 of the present copy). Beginning, on fol. 1b :</li></ul><p>ای نورس گلزار براهیم از تو</p><p>وی آتش نمرود تف بیم از تو</p><p>پیرایۀ داد و زینت عدل توئی</p><p>تمکین سریر شان دیهیم از تو</p><p>This treatise, in ornate prose, interspersed with verses, seems like the three, mentioned above, written in homage of <a href="https://en.wikipedia.org/wiki/Ibrahim_Adil_Shah_II">Ibrâhîm 'Âdil Shāh II</a> (see No. 1499).</p><ul><li>Manba'-alanhâr (منبع الانهار), a <a href="https://en.wikipedia.org/wiki/Mathnawi_(poetic_form)">mathnawî</a>, which is ascribed in A. Sprenger, Catal., p. 482, to Malik Ḳummî, and appears there in the <a href="https://en.wikipedia.org/wiki/Kulliyat">Kulliyyât</a> of that poet; but the Khulâṣat-alkalâm (see above) gives extracts from this poem under Żuhûrî, see <a href="https://en.wikipedia.org/wiki/John_Bardoe_Elliott">Elliott</a> Coll., No. 184 in the <a href="https://en.wikipedia.org/wiki/Bodleian_Library">Bodleian Library</a>, ff. 40b-44b [ed note: this refers to <a href="http://doi.org/10.5281/zenodo.3344766">Catalogue of the Persian, Turkish, Hindûstânî and Pushtû Manuscripts in the Bodleian Library</a>, no. 390, p. 295], beginning, on fol. 5b :</li></ul><p>بسم الله الرّحمن الرّحیم – اهدنا الصّراط المستقیم</p><p>The title (not mentioned in the Khulâṣat-alkalâm) appears in the last <a href="https://en.wikipedia.org/wiki/Beit">bait</a>: منبع انهار بپایان رسید. It is divided into eighteen نهر , with numerous subdivisions. As a strange coincidence it may be noted, that on fol. 11a, I. 11, the same bait is used which appears in Zulâlî's حسن گلوسوز, see No. 1494. Fol. 220b , I.5 ab infra, and No. 1496, fol. 40b, viz.:</p><p>بسم الله الرّحمن الرّحیم- تیر شهابست بدیو رجیم</p><ul><li>Tarkîbbands, tarji's, and <a href="https://fr.wikipedia.org/wiki/Qasida">ḳaṣîdas</a>, intermixed with some kit'as and <a href="https://en.wikipedia.org/wiki/Ghazal">ghazals</a>, and concluded (on fol. 130b sq.) by various strings of <a href="https://en.wikipedia.org/wiki/Ruba%CA%BFi">rubaʿîs</a>. Beginning, on fol. 66'b</li></ul><p>فتحست کلید بر گشادیم- بر نه ذر چرخ در گشادیم</p><p>This initial poem has the following heading: بفتح ذرّ نه تو کلید گشایش از قلعه گشای فکر گرفتن و ذیل مدحت عادلخدویو بر کمر ترکیب بند کرده از خاتمه گرفتن ،.</p><ul><li>Preface to the گلزار ابراهیم, in ornate prose, mixed with verses, beginning, as in all other copies of this prose-treatise, on fol. 138b : خرّمی چمن سخن بطراوت حمد بهار پیرائیست که گلزار ابراهیم در رخسار یوسف طالقان الخ. It is in praise of Ibrâhîm 'Âdilshâh II, and concludes with the following bait:</li></ul><p>داستان شد ختم بستان رخش-غیرت گلزار ابراهیم باد</p><ul><li>Another series of tarkîbbands, tarji's, and ḳaṣîdas, beginning, on fol. 146b:</li></ul><p>ای شده سود از تو زیان همه-جنس غمت زیب دکان همه</p><p>The initial ḳaṣîdah of No. 1076 of the Bodleian Cat., and of No. 931 in the Berlin Collection cannot be traced in either series of tarkîbbands and ḳaṣîdas; nor is the long tarji'band found here, which appears in the same copy of the Bodleian Library, fol. 24b sq.</p><ul><li>Ghazaliyyât (غزلیّات), beginning, on fol. 224b :</li></ul><p>بر داشتی نقاب زدیدن برآمدم</p><p>در گفتن آمدی زشنیدن بر آمدم</p><p>The usual initial ghazal, viz. ايكه (آنکه or) خواهد داشت الخ (see No. 1505), is not found in this copy; all ghazals however, exhibit the <a href="https://de.wikipedia.org/wiki/Tachallus">takhalluṣ</a> ظهوری.</p><ul><li>Another very large collection of rubâ'is, divided into twenty-two sections, beginning, on fol. 236b:</li></ul><p>بر مهر زعارض تو تقدیم خوشست</p><p>پیش تو زمه سجدۀ تعظیم خوشست</p><p>There are also some additional rubâ'is on the margin of ff. 244a-246b.</p><p>This copy is not dated, but is decidedly one of the oldest we possess, since there are, on fol. 1a, several seals of the emperor <a href="https://en.wikipedia.org/wiki/Shah_Jahan">Shâhjahân</a>, to whose library this MS. belonged, with the dates A.H. 1045 and 1046 (A.D. 1635-1637).</p><p>No. 327, ff. 284, 2 coll., each II. 18; distinct <a href="https://en.wikipedia.org/wiki/Nasta%CA%BFl%C4%ABq">Nastaʿlîḳ</a>; illuminated frontispieces on ff. 1b, 5b, and 138b; size, 10⅝ in. by 5⅞ in.</p><ul><li>[<strong>ed note</strong>: <a href="https://www.indianculture.gov.in/manuscripts/klyat-zhwry">Quick link</a> to copy in the <a href="https://www.wikidata.org/wiki/Q6402791">Khuda Bakhsh Oriental Public Library</a>, Bihar.]</li><li>[<strong>ed note</strong>: <a href="https://www.fihrist.org.uk/catalog/person_30145911203827062840">Quick link</a> to other works by this author.]</li></ul>
