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The affinity of Si?N and Si?C bonding in amorphous silicon carbon nitride (a-SiCN) thin film
No full textSTUDI KOMPARASI PEMIKIRAN K.H. AHMAD DAHLAN DAN K.H. HASYIM ASY’ARI TENTANGPENDIDIKAN ISLAM
Full text linkThe goal of this study is to develop Islamic education through a series of studies
on the thinking of K.H. Ahmad Dahlan and K.H. Hasyim Asy’ari about Islamic
education. The author brings back the thoughts of the two figures, because both are wellknown
icons of thousands of Muslim intellectual figures, whose lives are preoccupied to
fight for Islamic education. On this basis the author later raised the title of a comparative
study of K.H's thought. Ahmad Dahlan and K.H. Hasyim Asy'ari about Islamic
education. Belong to that basis the title of a comparative study through the through of
K.H. Ahmad Dahlan and K.H. Hasyim Asy’ari about Islamic education. The author hope
that he conception of Islamic education offered by the two figures is able to inspire
elements of education implementers.
The focus of the problem in this study is (1) Islamic education thinking according
to K.H. Ahamd Dahlan, (2) Islamic education thought according to K.H. Hasyim Asy'ari,
and (3) Comparative thinking of K.H. Ahmad Dahlan and K.H. Hasyim Asy’ari about
Islamic education This reseachuses a descriptive qualitative approach to the type of
library research. Data collection is done by exploring the sources of literature conducted
in three stages, namely orientation, exploration, and focused research phase. Data
analysis techniques include determining the theme, looking for a logical relationship
between the thoughts of the character in various fields so that reasons can be found
regarding these thoughts, classifying, looking for generalizations of specific ideas.
The results showed that: (1) K.H. Ahmad Dahlan tried to make a new
breakthrough by creating schools that integrate religious studies and general subjects at
the same time, so that they are expected to become "intellectual scholars and intellectual
scholars". (2) K.H. Hasyim Asy'ari taught the religious sciences, Arabic, and included
general subjects such as mathematics and earth sciences, from the low to the high levels,
as evidenced by the construction of the Tebuireng Islamic Boarding School which
produced great scholars. (3) The concept of education produced by the two figures is
agreed that the basis or foundation of Islamic education must return to the primary
sources of Muslims, namely the Qur'an and Hadith, while the differences seen from the
two figures are about the objectives, curriculum, methods and evaluation of Islamic
education. The concept of Education is K.H. AhmadDahlan and K.H. Hasyim Asy'ari is
still relevant when applied to education today because it contains universal-minded
education
(3(4):29-40)A Preliminary Report on the Control of Stem-Miner of Legumes (Agromyza Phaseoli Copuillett)
No full text1. Agromyza phaseoli Coq., the stem-miner of Legumes, is a new pest of Legumes found in Taiwan since 1949. It causes great damage to Kideny bean (Phaseolus Vuigaris L.) and Asparagus bean (Vigna sinensis Savi. et Hasskari). Soy bean (Glycine max(L.)Merr.) and Green bean (Phaseolus radiatus L.) var. typicus Ⅰ-rain) are to be infested also. The cultivation of the former two beans will meet a constant failure between December and February in South Taiwan.
2. Agromyza phaseoli Goq. is a minute fly, metallic black in color. Adult 2-2.2mm in length, with 4-4.2mm wing extension, larvae 2.8-3.0mm long. The fly lays its eggs under the epidermis of succalent stem arid enter into its host tissue after hatching, then living within till emerge-ice. In this way k causes the plant dead.
3. The first control experiment was carried on in the January of 1950, with r6.5% BHC wettable powder, 50% DDT wettable powder and nicotine sulfafe. r6.5% BHC, 1-500 water suspansion plus 1-2000 neutral soap gave complete control at 3, 5, or 7 days intervals of application; nicotine sulfate 1-500 water solution gave complete control at 3 or 5 days intervals of application; 50% DDT 1-400 water suspension plus 1-2000 neutral soap showed good result only when sprayed at 3 days interval. All the plants were dead in check plots 30 days after germination.
4. The second control experiment was held in January 1951 with emulsified DDT and BHC. 25% DDT emulsion 1-250 and 1-500, and 10% BHC emulsion 1-800 and 1-1500, both gave excellent control when sprayed week1y or biweekly. Yields increased in the DDT treated plots.
5. The flis occur abundently in December and January in south Taiwan. From March on it decreases gradually and almost disappears from June to October. According to my primary observation, high temperature and abundant rainfall limited its occurrence
(4(1):90-104)Control of Stem-Miner of Legumes
No full text1．本試驗在求以最有效之藥劑（DDT乳劑及BHC乳劑）作最經濟的施藥時期測定。
2．豆潛蠅爲害之嚴重期在生育初期，以1-1,000倍之25% DDT乳劑撒布，自敏豆幼苗出土後七日間始，每10日施藥一次，連續三次可得完全之防治；且促進生育增加產量。如爲害未甚猖獗時，只噴二次，效果亦優。BHC乳劑效果較遜。
3．因欲明療栽培環境之不同對豆潛蠅之發生爲害情況，自民國40年5月至民國41年4月，每月播種敏豆、豇豆、鵲豆、綠豆、黃豆等五種豆類二次，按月調查之，結果12月至1月間發生最多，3月後漸漸減少，7月發生最少，8月後又漸次增多，其發生消長曲線之舉與氣象相反；即高溫多雨之氣候確有抑制豆潛蠅之發生。但若周年不斷的有充分之食草（宿主），能使豆潛蠅繼續的發生。五種豆類中敏豆被害最嚴重，依次爲鵲豆、豇豆、綠豆、黃豆等。
4．本省各地之主要豆科蔬菜產區之豆潛繩發生爲害情況亦曾加以調查，全省之發生可分南、中、北部三段。南部發生最嚴重，其次爲北部，中部最輕。各地方之發生時間，南部在12月下旬至2月上旬最多，中部爲2月中旬至3月上旬，北部在4月中旬至5月上旬，宜蘭縣未見有發生。春期之發生較秋期爲重。又各地之發生最多期，均爲豆科蔬菜之栽培適期，故影響豆類蔬菜之增產極大，而各地之菜農罕今大部尚未認識該蟲之之災害，更不知其防治法。
1. The present paper deals with the practical and economic application of DDT and BHC emulsions in controlling stem-miner of Legumes.
2. Serious infestation occurred in the early stage of growing period. Treatment with 25%DDT emulsion in the concentration of 1:1000 gave effective control. This should be done by spraying 2-3 times at 10 days interval beginning from 7 days after germination, BHC emulsion is inferior to DDT emulsion.
3. As a results of monthly observation among five species of Legumes, including Kideny bean (Phaesolus vulgaris L.), Asparagus bean (Vignasinensis Savi et Hasskarl) Hyacinth bean (Dolichus Lablab L.), Green bean (Phaesolus radiatus L..) var. typicus Prain),Soy bean (Glycine max(L.) Merr.), which were planted monthly, high temperature and abundent rainfall limited its occurrence. It is evident that if there are available host plants, the flies occurred continuously all the year round.
4. A complete survey on some main Legumious vegetables areas of this island was carried out in 1952. The island may be divided into three cultivated areas viz. South, central and north parts according to the occurrence of the fly. South part is the most serious district and north part the secondary. Central part is comparatively slight.
5. As Legumious vegetables are raised in Spring and Fall, this pest causes great reduction in yield, though not accurately estimated. Growers are mostly ignorant not only of the control measures but also of the pest itself
The role of three-dimensionality in the development of vortex breakdown in swirling flow
No full textDirect numerical simulations of three-dimensional compressible Navier-Stokes equations are conducted using high-order numerical methods in cylindrical coordinates. Aim of the work is to examine the effect of three-dimensionality in the dynamics of vortex breakdown in swirling jets within a specific range of Reynolds numbers. The main elements of vortex breakdown are revealed in our computations, and the interaction between three-dimensional helical instabilities and the axisymmetric process of breakdown is discussed. The results confirm a general tendency of swirling flows to burst into a sequence of bubbles when the Reynolds number is increased. Comparing axisymmetric and fully three-dimensional computations, it's observed the possibility that a single or double helical structure arising in linear regime can work to extract energy from the axisymmetric waves
Growth and Optical Properties of Self-Organized Au2Si Nanospheres Pea-Podded in a Silicon Oxide Nanowire
No full textKomparasi pemikiran K.H. Ahmad Dahlan dan K.H. Hasyim Asy’ari tentang Pendidikan Islam
No full textABSTRAK
Pendidikan merupakan icon fundamental dalam rangka membenahi kehidupan beragama, berbangsa dan bernegara, terlebih-lebih pendidikan Islam. Karena hanya dengan pendidikan yang sesungguhnyalah manusia akan mampu merekontruksi pola pikir yang selama ini masih dibawah ketertindasan menuju pola fikir kemerdekaan yang cenderung konstruktif. Pendidikan Islam yang selam ini dalam bayangan manusia menjadi pilihan yang tepat dalam rangka menumbuhkembangkan fitrah dan potensi yang diberikan Tuhan untuk kemudian diekplorasikan dalam kehidupan nyata menjadi sebuah keharusan yang harus difikirkan oleh elemen pelaksana pendidikan.
Berangkat dari itulah penulis kemudian ingin membahas kembali pemikiran tokoh dan intelektual muslim Indonesia yang mencoba untuk merumuskan pendidikan Islam yang sesuai dengan haparan agama, bangsa dan Negara, seperti K.H. Ahmad Dahlan dan K.H. Hasyim Asy’ari. Maka dari itu penulis mengambil judul Komparasi Pemikiran K.H. Ahmad Dahlan dan K.H Hasyim Asy’ari tentang Pendidikan Islam. Dengan harapan, konsepsi pendidikan Islam yang ditawarkan oleh kedua tokoh tersebut mampu menginspirasikan elemen pelaksana pendidikan dalam rangka mengembangkan pendidikan Islam agar kemudian pendidikan Islam mampu menjawab tantangan globalisasi dengan tetap mendasarkan pada nilai-nilai ajaran Islam.
Fokus masalah dalam penelitian ini adalah persamaan dan perbedaan pendidikan Islam menurut K.H. Ahmad Dahlan dan K.H. Hasyim Asy’ari, serta kontribusi K.H. Ahmad Dahlan dan K.H. Hasyiam Asy’ari dalam bidang pendidikan. Dari fokus masalah yang sudah disebutkan tadi, penulis mengambil langkag untuk kemudian menganalisis atau menelitinya dengan tujan mampu mengetahui, memahami, dan mampu mengambil kesimpulan dari pemikiran pendidikan Islam K.H. Ahmad Dahlan dan K.H. Hasyim Asy’ari, sehingga hasil dari telaah tersebut mampu dijadikan kontribusi dalam terselenggaranya dan berkembangnya pendidikan Islam. Penelitian ini menggunakan pendekatan diskriptif kualitatif dengan jenis library research. Sedangkan metode pengumpulan data menggunakan metode dokumentasi dalam rangka mencari sumber dan data yang menunjang dalam penulisan ini. Kemudian dari dokumentasi tersebut dianalisis dengan menggunakan metode content analysis dan interpretasi sumber dan data yang didapat.
Dengan kerangka itu, dapat diketahui bahwa pendidikan Islam dalam perspektif K.H. Ahmad Dahlan adalah merupakan suatu sarana dan upaya sadar yang dilakukan dalam rangka mengentaskan pemikiran manusia yang statis menuju pemikiran yang dinamis yang bertujuan melahirkan manusia yang siap tampil sebagai ulama-intelek dan intelek-ulama yang memiliki keteguhan iman dan ilmu yang luas, serta kuat jasmani dan rohani yang tetap mendasarkan semua itu pada Al-Qur’an dan Hadis. Sedangkan pendidikan Islam dalam perspekti K.H. Hasyim Asy’ari merupakan sarana dan upaya strategis yang dilakukan oleh manusia dalam rangka mencapai kemanuisannya, sehingga mampu mengetahui hakikat penciptaannya, penciptanya dan tugas serta tanggung jawab manusia sebagai khalifah di bumi yang kemudian bertujuan agar dengan pendidikan Islam, manusia mampu mendekatkan diri kepada Allah SWT., sehingga mendapatkan kebahagian dunia dan akhirat yang juga tetap melandaskan pada Al-Qur’an dan Hadis.
K.H. Ahmad Dahlan dan K.H. Hasyim Asy’ari memiliki persamaan dan perbedaan dalam memandang pendidikan Islam. Namun, secara umum mereka berdua sepakat bahwa pendidikan Islam merupakan sarana dan upaya yang tepat dan strategis dalam rangka menyelamatkan kehidupan manusia dari hal apapun. Sedangkan perbedaan yang terlihat dari kedua tokoh tersebut dalam memaknai pendidikan Islam adalah masalah substansi dari pendidikan Islam tersebut. K.H. Ahmad Dahlan cenderung bercorak modernis, sedangkan K.H. Hasyim Asy’ari cenderung bercorak tradisionalis.
Kontribusi K.H. Ahmad Dahlan dan K.H. Hasyim Asy’ari terhadp pendidikan Islam di Indonesia sangatlah banyak. K.H. Ahmad Dahlan dengan Muhammdiyahnya sudah mendirikan ribuan lembaga pendidikan, dan K.H. Hasyim Asy’ari dengan Nahdlotul Ulamanya juag sudah melahirkan lembaga pendidikan yang tersebar diseluruh Indonesia. Dan sampai sekarang sistem pendidikan Islam yang mereka berdua tawarkan masih dipergunakan dalam lembaga-lembaga pendidikan.
ABSTRACT
Education is a fundamental icon in order to fix the religious life, nation and state, even more Islamic education. Because only with education that indeed humans will be able to reconstruct the mindset that had been still under the oppression towards freedom of thought which tend to be constructive. Islamic education is so far in the shadow of man to be the right choice in order to develop nature and God-given potential for later explored in real life becomes a necessity that should be a lot of rethinking by implementing elements of education.
Departing from that author and then want to discuss the re-thinking leaders and Indonesian Muslim intellectuals who tried to formulate an appropriate Islamic education in the hope of religion, nation and the State, such as KH Ahmad Dahlan and K.H. Hasyim Asy’ari. Thus the writer take the title Comparison of Thought KH Ahmad Dahlan and KH Hasyim Asy’ari on Islamic Education. With hope, the conception of Islamic education offered by these two elements of character can inspire educators to develop the Islamic education for Muslim education and then be able to meet the challenges of globalization with a permanent base on the values of Islamic teaching.
Focus problem in this research are the similarities and differences in Islamic education by KH Ahmad Dahlan and K.H. Hashim Asy’ari, and the contribution K.H. Ahmad Dahlan and K.H. Hasyim Asy’ari in the field of education. From a focus problem that was mentioned earlier, the researcher took steps to then analyze or examine it in order be able to know, understand, and are able to draw conclusions from the Islamic schools of thought KH Ahmad Dahlan and K.H. Hasyim Asy’ari, so that the results of these studies can be used as contribution in the implementation and development of Islamic education. This study used a qualitative descriptive approach to the type of library research. While the method of data collection method in order to find the source documentation and data that support in writing this. Then, from the documentation was analyzed using content analysis and interpretation methods and data sources are obtained.
With that framework, it is known that Islamic education in the perspective of KH Ahmad Dahlan is a means and a conscious effort made in order to alleviate human thought that static towards dynamic thinking aimed at people who are ready to give birth appears as a scholar-intellectuals and scholars who have the intellect, firmness of faith and science are broad, and strong physical and spiritual still basing it on the Quran and Hadith. Meanwhile, Islamic education in perspekti K.H. Hasyim Asy’ari is a means and strategic efforts undertaken by humans in order to achieve humanity, so as to know the nature of its creation, its creator and the duty and responsibility of man as the Caliph on earth who then aimed for with Islamic education, people can draw closer to Allah SWT ., so get happiness in this world and the hereafter is also fixed bases in the Qur'an and Hadith.
K.H. Ahmad Dahlan and K.H. Hasyim Asy’ari has similarities and differences in the view of Islamic education. However, in general, they both agree that Islamic education is a means and appropriate measures and strategic in order to save human life from it whatsoever. While the differences seen from both figures of understanding of Islamic education is a matter the substance of Islamic education. K.H. Ahmad Dahlan tend patterned a modernist, while KH Hasyim Asy’ari tend patterned traditionalists.
Contributions K.H. Ahmad Dahlan and K.H. Hasyim Asy’ari against Islamic education in Indonesia is very much. K.H. Ahmad Dahlan with Muhammadiyahnya already set up thousands of educational institutions, and KH Hasyim Asy’ari with Nahdlotul Ulamanya also been childbirth education institutions all over Indonesia. And until now the Islamic education system that they both offer is still used in educational institution
Sharp Infrared Emission from Single-Crystalline Indium Nitride Nanobelts Prepared Using Guided-Stream Thermal Chemical Vapor Deposition
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