1,720,965 research outputs found
Kompetensi guru menurut imam al-Ghazali
No full textKajian ini akan mendedahkan pandangan Imam Al-Ghaz?l? mengenai kompetensi guru. Pandangan beliau mengenai kompetensi guru sering dikesan bercorak tasawuf yang mementingkan kompetensi morality, tetapi apakah beliau menafikan kompetensi profesionaliti dan sosial guru? Pada sisi lain, pandangan al-Ghazali mengenai guru merupakan pandangan klasik, sebab beliau hidup di era klasik. Sehubungan dengan ini, muncul pertanyaan baru apakah pandangan al-Ghazali mengenai komptensi guru masih relevan dan bermanfaat bagi peningkatan kompetensi guru semasa? Untuk menjawab dua permasalahan tersebut, maka akan digunapakai pendekatan falsafah (philosophical approach) dan pendekatan sejarah (historical approach) serta kaedah analisis yang terdiri daripada analisis kandungan (content analysis), sintesis dan reflektif. Manakala sumber datanya terdiri dari sumber primer dan sumber sekunder. Hasil kajian ini dapat dirumuskan bahawa1) pandangan al-Ghazali mengenai kompetensi guru mencakupprofesionaliti, moraliti dan sosial. Semua komptensi ini mesti menyatu dalam pribadi guru. 2) Pandangan al-Ghazali mengenai kompetensi guru masih relevan dan bermanfaat bagi pengembangan kompetensi guru semasa samada yang berhubungkait dengan pengembangan kompetensi professionaliti, moraliti mahupun kompetensi sosialnya. Semua kompetensi ini masih perlu dipertahankan dan dibina dalam jiwa setiap guru
KODE ETIK PENDIDIK MENURUT IBNU JAMAAH
Full text linkThis study - through content and descriptive analyses - seeks to explore Ibn Jama'ah thought about his ethical code educators in Tazkirah al-Sami'. To that end, the book Tazkirah al-Sami' will be discussed in depth. The study obtained that the code of ethics educators in Tazkirah al-Sami' generally consists of three categories, namely; The first, code of personal ethics educator, consists of 12 chapters sequentially explain the relationship between educator and God (verse 3); glorify science (3 verses); ascetic (4 verses); the use of science (paragraph 2); away from the action and place reprehensible (fourth paragraph); implement and support the symbols of religion (4th paragraph); maintaining practice sunnat (4 verses); norms of social interaction (paragraph 13); purify themselves of bad moral character and cultivate commendable (second paragraph); the deepening of knowledge (paragraph 6); learn from the juniors (second paragraph); and write (4 verses). Second, the code of ethics educators in teaching, which consists of twelve chapters sequentially explained about: preparation before teaching (3rd paragraph), praying and teaching behavior (paragraph 7), classroom management (paragraph 5), the initial act of teaching (4 verses ), hierarchy and transfer of knowledge (paragraph 6), voice teacher and an opportunity to ask (third paragraph), the function of discussion in Majlis (fourth paragraph), the role of educators in the discussion (paragraph 3); fair, intelligent and fair (paragraph 6), an appreciation of non-regular students (second paragraph), the cover learning (6 verses) and professional (third paragraph). Third, codes of conduct interaction with the student teachers, which consists of fourteen chapters, each associated with; the purpose of teaching (verse 9); directing learning objectives (3 verses); motivator (paragraph 6); treat students like their own children (4 verses); attention to student ability and openness delivery of science (4 verses); earnest and convincing (fourth paragraph); ability test (paragraph 5); reward, motivation and learning groups (paragraph 3); the intensity and scale of learning priorities (paragraph 3); learning resources (paragraph 4); to be fair and considerate (4 verses); monitoring and warning (paragraph 5); moral and material support (paragraph 6); humble and meek (fourth paragraph)
علي هاشمي هو زعيم الاصلاح فى مجال التربية بآتشيه
No full textThis papers the application of the historical method and descriptive and analytical -Looking for Ali Hasjmy, a famous man and a leader of the reform in the field of education in the 20th century in Aceh. And not only has a lot of educational views, established on some of the books, but also it contributes to the task in building the field of education and repaired and developed since his Aceh governor in the years 1957-1964. And was a contribution written in the history of the city of students of Darussalam, especially in the development of the Syiah Kuala University, State Islamic University of Ar-Raniry, Institute of Tengku Chik Pante Kulu, APDN (Academy of the Government of the Interior), and build a “village students” (Kampung pelajar) and "Garden of students"(Taman pelajar) in all parts of Aceh
PERBANDINGAN KONSEP DASAR PENDIDIKAN ANTARA DEWEY DAN ASY-SYAIBANI
Full text linkThis writing tries to compare between the concept of education brought by Dewey, as a modern western educator and asy-Syaibani as an Islamic educator. Both have different background and basic foundation when they formulate the basic concept of education. Therefore, there are some substantial differents and similarity between them. In general, both thoughts can be used to develop the education in Indonesia
Strategi Internalisasi Nilai Antikorupsi Bagi Peserta Didik
Full text linkThis study aims to analyze strategies for internalizing anti-corruption values among students as an effort to build an anti-corruption culture within the education system. This research employs a qualitative approach using library research methods, drawing data from relevant scientific literature such as books, journals, and academic articles. The findings indicate that the internalization of anti-corruption values can be implemented through the integration of anti-corruption education into the school curriculum, the application of Problem-Based Learning (PBL), the development of thematic teaching modules, and the habituation of integrity and honesty values in daily school activities. Furthermore, anti-corruption education plays a vital role in fostering legal awareness and shaping students’ character to become honest, responsible, and integrity-driven individuals. Supporting factors such as a strong legal system, transparency, civil society participation, and an ethical organizational culture enhance the effectiveness of this internalization process. Therefore, anti-corruption education is a strategic step toward building a young generation with integrity, strong moral character, and commitment to eradicating corruption in Indonesia
Konsep Kesuksesan Belajar (Analisis Pandangan Imam Asy-Syafi’i)
Full text linkThis research aims to analyze the concept of learning success according to the views of Imam Asy-Syafi\u27i. Imam Asy-Syafi\u27i is an influential Islamic scholar and thinker, providing in-depth views on the concept of success in learning. In his view, successful learning is not only about achieving broad knowledge, but also includes strong spiritual and moral aspects. Imam Asy-Syafi\u27i emphasized the importance of knowledge based on the Al-Qur\u27an and Al-Sunnah, religious knowledge is a solid foundation for pursuing knowledge, as well as the role of sanad or chain of transmitters in science. The research method used in this research is literature study. Data was collected from various literary sources including the works of Imam Asy-Shafi\u27i and writings about his views on education and learning. The research results show that learning success according to Imam As-Syafi\u27i is not only measured by academic achievement, but also by the formation of good character. Imam Asy-Syai\u27i emphasized the importance of sincere intentions, perseverance, patience, and respect for teachers as key factors in achieving learning success. He also taught that the learning process should be valued more than the end result, because each stage in the process brings valuable learning and wisdom. Understanding the principles taught by Imam Asy-Shafi\u27i can provide valuable guidance for students of knowledge in achieving holistic success
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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