393 research outputs found
First person - Ateequllah Hayat
No full textFirst Person is a series of interviews with the first authors of a selection of papers published in Disease Models & Mechanisms, helping researchers promote themselves alongside their papers. Ateequllah Hayat is first author on ‘ Low HER2 expression in normal breast epithelium enables dedifferentiation and malignant transformation via chromatin opening’, published in DMM. Ateequllah conducted the research described in this article while a PhD student in Gabriella Ficz's lab at Queen Mary University of London, London, UK, and is now a lecturer in drug development at St George's, University of London, London, UK, investigating transcriptomic/epigenomic changes in cancer resistance
"To my brothers in the west . . .": A thematic analysis of videos produced by the Islamic State’s al-Hayat Media Center
No full textThis study examines videos produced by the al-Hayat Media Center, a branch of the Islamic State’s (IS) larger media campaign aimed more specifically at Western audiences. Using a thematic analysis approach, recurring themes of 10 al-Hayat videos were identified with conclusions made regarding the specificities of the message and the target audience. It was found that al-Hayat videos cater to potential Western recruits and sympathizers by portraying life in the IS as spiritually and existentially fulfilling, while simultaneously decrying the West as secular, immoral, and criminal. By utilizing well-produced propaganda videos that tap into the dissatisfactions of Western Muslims, al-Hayat was shown to deliver a sophisticated and legitimate message that may play a role in the larger radicalization process.Peer reviewedFinal article publishedIslamic Stateal-Hayat Media Centerpropagandaradicalizatio
HAYAT KİTABI KUR'AN-GEREKÇELİ MEAL-TEFSİR' ÜZERİNE
No full textÖZ
Bu yazıda Mustafa İslamoğlu’nun Hayat Kitabı Kur’an, Gerekçeli Meal Tefsir kitabı yazarın kitabının girişinde yazdığı bazı yöntemler esas alınarak incelenmiştir. Tercüme ve mal çalışmasında teklif ettiği yöntemlerden şunlar ara başlık olarak tespit edilmiş, örnekler onlardan seçilmiştir: Takdir ifade konusu, yanlış tercümeler, sure girişleri, kavramların tercümesi, nüzul süreci, mucize kavramına yaklaşım… Kaynaklardan nakledilen bilgilerin değerlendirilmemesi, argo ifadeler, modern diyebileceğimiz kavram ve kelimeler, huruf-ı mukattaa, sembolizm konusu da ayrıca ele alınmıştır. Önemine binaen yazarın risalet konusundaki bazı kanaatleri ve örnek olarak seçtiğimiz fıkıhla ilgili bazı ayetlere verdiği anlam ve bunlara dair açıklamalarına yer verilmiştir.
ABSTRACT
Concerning ‘Hayat Kitabı Kur’an-Gerekçeli Meal-Tefsir’ This study is about some methods written at the beginning of the book named ‘Hayat Kitabı Kur’an-Gerekçeli Meal-Tefsir’ by Mustafa İSLAMOĞLU, and the debates are mainly on the subject whether the writer himself continues his adherence to these methods. The subtitles of his analysis through which he achieves his translation and studies of meaning are as follows: subject of appreciation, mistranslation, the entry of Koran sura, translation of concepts, the process of descending, approach to the concept of miracle. Assessment of information transferred from sources, slang expressions, modern terms and concepts, the words that can cause misunderstanding, huruf-ı mukatta and issue of symbolism are also discussed. Since their importance in essence, some convictions of the author about Risalat and the meaning of some Koran verses on fıkıh and the author’s explanations about these subjects are evaluated
Bio-Bibliometric Portrait of Dr. Tasawar Hayat, Distinguished Professor of Mathematics
No full textAim: This article aims to present the bio-bibliometric portrait of the research productivity created by Dr. Tasawar Hayat, a Distinguished Professor of Mathematics at Quaid-e-Azam University, Pakistan.
Methodology: The retrospective method has been applied in this study to assess the attributes of bibliographical records of the documents produced by Dr. Hayat. Elsevier’s Scopus database was used to extract the required dataset on the 28th of October 2020. The required features of the dataset of all types of published papers were downloaded for analysis. The five bibliometric indicators of the dataset were evaluated, the publications and citations ratio by year, segregation of documents by subjects, frequently used channels for publications, distribution of research collaboration by country and top-ranked co-authors. Microsoft Excel was used for the tabulated pattern and graphic interpretation, and SPSS software was used to calculate the SEM of publications and citations.
Results: A total of 2,374 documents were found on the credit of Dr. Hayat on the data freezing date. Although there has been a fluctuation in the number of papers by year, overall there is a remarkable growth. The impact of quality is reflected by the number of citations that recorded 29.28 citations/doc. In the subject categories, Physics & Astronomy, Engineering and Mathematics were found the favorite areas of research. Results in Physics and Journal of Molecular Liquids are listed in top the two most preferred channels of communication having the impact factor 4.019 and 5.065 with 119 and 105 publications respectively. Pakistan has been on the first ranked in the affiliated country statement of Dr. Hayat and his co-author, followed by Saudi Arabia (n=1921), China (n=704), United States (n=106) and United Kingdom (n=96). Dr. Ahmed Alsaedi of King Abdulaziz University, Saudi Arabia has emerged a strong co-author in more than half of the documents (n=1324; 55.77%).
Conclusion: The author with fertile ideas and a creative mindset provide a strong foundation to his profession and affiliated institution. The bio-bibliometric study of the productive scientist encourages the peers and junior to follow in his footsteps. Behind the massive research success of Dr. Hayat, along with his hard work and dedication, the contribution of his co-author is also mattered. But Dr. Hayat has been playing the role of captain for his research team
A Glimpse into the Scholarly Works of Sheikh Muhammad Hayat Sindhi
No full textSindh is considered to be the first region of the subcontinent where the light of Islam illuminated the land.This region has produced numerous scholars who gained renown throughout the Islamic world. Among these luminaries was Sheikh Muhammad Hayat bin Ibrahim Sindhi (d. 1163 A.H.), a prominent Islamic scholar, jurist, and prolific author affiliated with the Hanafi School of jurisprudence. Sheikh Hayat Sindhi was celebrated as one of the leading experts in Hadith, jurisprudence, and various other Islamic disciplines, including Islamic literature. Born in Sindh, Sheikh Hayat Sindhi received his early education from his father. He later traveled to Thatta, where he studied under renowned scholars such as Muhammad MoinThattavi. Seeking advanced knowledge in Islamic disciplines, he migrated to theHaramainSharifain, andeventually settled in Madinah.There he began teaching at Masjid al-Nabawi and dedicated himself to teaching hadith for 24 years. Sheikh Hayat Sindhi authored numerous books on diverse topics related to Islamic studies and the social issues facing Muslim societies. His works, renowned among Islamic scholars, are imbued with wisdom, etiquette, and ethical values derived from the Qur’an, Hadith, jurisprudential insights of eminent scholars, and intellectual reasoning. This study provides a concise biography of Sheikh Hayat Sindhi and examines his contributions across various fields of Islamic knowledge. It also reflects an admiration and appreciation for the profound impact of his scholarly works
Wind tunnel study of wind farms with alternating 2- and 3-bladed wind turbines
No full textWith offshore wind farms gaining substantial momentum in recent years, 2-bladed turbines (2BT) are increasingly becoming a viable alternative to 3-bladed counterparts (3BT). In this wind tunnel study, model wind farms with alternating rows of 3BT and 2BT were explored for potential benefits associated with enhanced momentum available within the arrays and reduced costs due to the reduction of blades. Two arrays of aligned turbines with streamwise separation of five and ten rotor diameter d (Sx = Δx/d =5 and 10) were operated in a turbulent boundary layer flow. They shared the same transverse turbine spacing of Sy = Δy/d =2.5. High-resolution velocity measurements were made with hotwire anemometry at various locations in the wake and the power output of turbines was measured simultaneously. Comparison of the flow between an array with only 3BT and that with alternating 2BT and 3BT shows enhanced mean velocity and reduced turbulence levels for the latter in Sx = 5 case. The pre-multiplied spectra of the flow at selected locations within the wind farm suggest that large energetic structures at top-tip and hub height are dampened by 2BT, with the potential to reduce turbulent loading on downwind turbines. Although the reduced mixing at top tip height behind 2BT causes the momentum recovery rate to diminish, the available momentum at downstream turbine is still higher than corresponding 3BT in the Sx = 5 case. Overall performance gain from marginally enhanced power statistics of 3BT operating in the wake of 2BT is offset by the diminished performance of 2BT inside the farm, resulting in comparable performance between the two configurations.Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2019-12-01The student, Imran Hayat, accepted the attached license on 2017-12-08 at 16:26.The student, Imran Hayat, submitted this Thesis for approval on 2017-12-08 at 16:59.This Thesis was approved for publication on 2017-12-11 at 16:23.DSpace SAF Submission Ingestion Package generated from Vireo submission #11930 on 2018-03-13 at 10:38:04Made available in DSpace on 2018-03-13T17:35:53Z (GMT). No. of bitstreams: 2
HAYAT-THESIS-2017.pdf: 5926360 bytes, checksum: aa4085400b32e02967d67c76546098bf (MD5)
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Previous issue date: 2017-12-11Embargo set by: Seth Robbins for item 105493
Lift date: 2020-03-13T17:36:05Z
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Kontribusi Hayat School dalam pengembangan kurikulum pendidikan Islam Era 4.0
No full textThe purpose of this study was to find out the contribution of the nature school in the development of the Islamic education curriculum in the 4.0 era. This development was carried out in response to the challenges and effects of the 4.0 industrial revolution. The research was at the Hayat School of Nature. The curriculum used was is the 4V curriculum (Variety of activities, Variety of interactions, Variety of experiences, Variety of conflicts). The method used in this research is descriptive-analytical. The author collected various data from determined sources, then the data were processed to be something informative and as a final method, the data were analyzed to extract information and make decisions based on the data that had been analyzed. Data were collected through interviews, observation, and documentation studies. From the results of the study, it was found that the 4R curriculum is a manifestation of the development of the Islamic education curriculum at the Hayat School. All components of the 4R curriculum are following the transformation of Islamic education by remaining under the concept of a nature school. The 4R curriculum can also respond to the challenges and effects of the 4.0 industrial revolution, by looking at the core values at every level. AbstrakTujuan dari penelitian ini adalah untuk mengetahui kontribusi sekolah alam dalam pengembangan kurikulum pendidikan Islam di era 4.0. Pengembangan ini dilakukan guna merespons tantangan dan efek dari revolusi industri 4.0. Lokasi penelitian dilakukan di sekolah alam Hayat School. Kurikulum yang digunakannya yaitu kurikulum 4R (Ragam aktivitas, Ragam interaksi, Ragam pengalaman, Ragam konflik). Metode yang digunakan dalam penelitian ini adalah deskriptif analitis. Penulis mengumpulkan berbagai data dari sumber yang telah ditetapkan, kemudian data diolah sehingga menjadi sesuatu yang bersifat informatif dan terakhir data dianalisis untuk mengekstrak informasi dan mengambil keputusan berdasarkan data yang telah dianalisis. Pengumpulan data dilakukan melalui wawancara, observasi dan studi dokumentasi. Dari hasil penelitian, didapatkan bahwa kurikulum 4R merupakan wujud dari pengembangan kurikulum pendidikan Islam di sekolah alam Hayat School. Seluruh komponen kurikulum 4R sesuai dengan transformasi pendidikan Islam dengan tetap berada di bawah konsep sekolah alam. Kurikulum 4R juga dapat merespons tantangan dan efek dari revolusi industri 4.0, dengan melihat core value pada setiap jenjangnya
Being a life and social studies textbook author in the process of changing educational programs : trialing to understand an educator
No full textÇocuğa görelik, çocuğa özgülük düşüncelerinin ortaya çıkışı yapılandırmacı yaklaşımı temele almaktadır. Bu anlayış onları didaktik öğretiden uzak onun sesi, onun seçimi ve onun eylemi doğrultusunda okula başladığı andan itibaren gerçek yaşamın bir parçası haline getirmeyi hedefleyen yaklaşımdır. Ancak felsefe olarak çocuğa son derece uygun görünen bu programların ders kitaplarına yansımasının aynı olamadığı durumların olduğu görülmüştür. Bir diğer yandan ise yapılandırmacı anlayış öncesindeki davranışçı anlayış temelindeki programlarda da ders kitapları yazılmıştır. Yazılan ders kitaplarını yazan yazarların olduğu ve temelde bu yazarların döneme hâkim olan eğitim anlayışını derinlemesine benimseyerek eyleme geçmesi gerektiği düşünülmektedir. Bu görüşten hareketle yapılan çalışmanın amacı 1998, 2005 ve 2018 Hayat Bilgisi Dersi Öğretim Programlarına göre yazılmış ders kitaplarının içeriğinde yer alan bilginin sunum yöntemini saptamak, görsel öğelerin işlevlerini belirlemek, etkinliklerde ve tema sonlarında bulunan ölçme değerlendirme çalışmalarında kullanılan soru biçimlerini saptamak; araştırma konusu yazarın öğretim programlarına ve ders kitaplarına ilişkin görüşlerini almaktır. Bu genel amaç doğrultusunda aşağıda yer alan sorulara yanıt aranmıştır: 1998, 2005 ve 2018 Yılı Hayat Bilgisi Öğretim Programları’na göre hazırlanmış ders kitapları; •bilginin sunumu, •görsel öğeler ve işlevleri, •ölçme ve değerlendirme uygulamaları açısından nasıldır? •Araştırma konusu yazarın 1998, 2005 ve 2018 yılı Hayat Bilgisi Öğretim Programlarına ve ders kitaplarına ilişkin görüşleri nasıldır? Araştırma konusu yazarın 1998, 2005 ve 2018 Yılı Hayat Bilgisi Öğretim Programlarına göre hazırlanmış ders kitapları; •bilginin sunumu, •görsel öğeler ve işlevleri, •etkinlikler, ölçme ve değerlendirme uygulamaları açısından nasıldır? Araştırmada; 1998, 2005 ve 2018 Hayat Bilgisi Programlarına göre yazılmış ders kitaplarında yer alan metinleri, görsel öğeleri ve ölçme değerlendirme çalışmalarını karşılaştırmaya yönelik doküman incelemesi yapılmıştır. Bu araştırmada 18 ayrı ders kitabı incelenmiştir. Diğer yandan araştırma konusu yazarın Hayat Bilgisi Programlarına ve ders kitaplarına ilişkin görüşlerini belirlemek amacıyla görüşmeler gerçekleştirilmiştir. Doküman incelemesinden ve görüşmelerden elde edilen sonuçlara göre; •1998 Hayat Bilgisi ders kitaplarında genel olarak örnek olaya yer verilmediği, 2005 Hayat Bilgisi ders kitaplarında konuların genellikle örnek olayla işlendiği, 2018 Hayat Bilgisi ders kitaplarında örnek olay sayısının görece azaldığı, •Didaktik ifadelere 1998 Hayat Bilgisi ders kitaplarında sıkça yer verilirken bu sayısının 2005 Hayat Bilgisi ders kitaplarında oldukça azaltıldığı, 2018 Hayat Bilgisi ders kitaplarında görece arttığı, •1998 ve 2018 Hayat Bilgisi Programları’na göre 2005 Hayat Bilgisi Programında görsel öğe çeşitliliğinin arttığı ancak fotoğraf sayısının azaldığı, •2005 Hayat Bilgisi ders kitaplarında etkinliklere ilişkin açık uçlu soru sayısının 1998 Hayat Bilgisi ders kitaplarına göre artış gösterdiği, ancak 2018 Hayat Bilgisi ders kitaplarında etkinliklere ilişkin açık uçlu soru sayısında 2005’e göre belirgin bir azalma olduğu, •2005 Hayat Bilgisi ders kitaplarında tema sonu değerlendirme çalışmasında ölçme türü çeşitliliği sağlanırken 1998 ve 2018 Hayat Bilgisi ders kitaplarında görece çoktan seçmeli soru türü tercih edildiği, •Tüm bu değişimlerin araştırma konusu yazar tarafından 1998, 2005 ve 2018 Hayat Bilgisi öğretim programına göre yazılan ders kitaplarında da belirlendiği, •Araştırma konusu yazarın 1998 Hayat Bilgisi Öğretim davranışçı, 2005 Hayat Bilgisi Öğretim yapılandırmacı, 2018 Hayat Bilgisi Öğretim karma olarak adlandırdığı tespit edilmiştir.The emergence of ideas of child-specificity and child-specificity is based on the constructivist approach. This understanding is an approach that aims to make them a part of real life from the moment they start school in line with his voice, his choice and his action, away from didactic teaching. However, it has been observed that there are cases where the reflection of these programs, which seem very suitable for the child as philosophy, to the textbooks is not the same. On the other hand, textbooks were written in the programs based on the behaviorist understanding before the constructivist approach. It is thought that there are authors who wrote the textbooks and that these authors should take action by deeply adopting the education understanding that dominated the period. Based on this view, the aim of the study is to determine the presentation method of the information in the content of the textbooks written according to the 1998, 2005 and 2018 Life Studies Curriculum, to determine the functions of the visual elements, to determine the question forms used in the assessment and evaluation studies in the activities and at the end of the themes; The subject of the research is to get the author's views on curricula and textbooks. In line with this general purpose, answers to the following questions were sought: Textbooks prepared according to 1998, 2005 and 2018 Life Studies Curriculums; • presentation of information, • visual elements and functions, • how is it in terms of measurement and evaluation practices? • What are the views of the author, which is the subject of the research, on the Life Studies Curriculum and textbooks in 1998, 2005 and 2018? Textbooks prepared according to the 1998, 2005 and 2018 Life Studies Curriculum of the author, which is the subject of the research; • presentation of information, • visual elements and functions, • how are the activities in terms of measurement and evaluation practices? In the research; A document review was conducted to compare the texts, visual elements and assessment and evaluation studies in the textbooks written according to the 1998, 2005 and 2018 Life Studies Programs. In this study, 18 different textbooks were examined. On the other hand, interviews were conducted to determine the author's views on Life Studies Programs and textbooks. According to the results obtained from the document review and interviews; •Case studies were not generally included in 1998 Life Studies textbooks, subjects were generally covered with case studies in 2005 Life Studies textbooks, and the number of case studies in 2018 Life Studies textbooks was relatively reduced, •While didactic expressions are frequently used in 1998 Life Studies textbooks, this number was considerably reduced in 2005 Life Studies textbooks and relatively increased in 2018 Life Studies textbooks, •Compared to the 1998 and 2018 Life Studies Programs, the variety of visual elements increased in the 2005 Life Studies Program, but the number of photographs decreased, •The number of open-ended questions about activities in 2005 Life Studies textbooks increased compared to 1998 Life Studies textbooks, but there was a significant decrease in the number of open-ended questions about activities in 2018 Life Studies textbooks compared to 2005, •While the variety of measurement types was provided in the end-of-theme evaluation study in 2005 Life Studies textbooks, relatively multiple-choice question types were preferred in 1998 and 2018 Life Studies textbooks, •All these changes are also determined by the author, which is the subject of the research, in the textbooks written according to the 1998, 2005 and 2018 Life Studies curriculum, •It has been determined that the author of the research named the 1998 Life Studies Curriculum as behaviorist, the 2005 Life Studies Curriculum as constructivist, and the 2018 Life Studies Curriculum as mixed
Women in Afghanistan: A Human Rights Tragedy Ten Years After 9/11
No full textTen years after the September 11th attacks in the United States and the military campaign in Afghanistan, there is some good news, but unfortunately still much bad news pertaining to women in Afghanistan. The patterns of politics, security/military operations, religious fanaticism, heavily patriarchal structures and practices, and ongoing insurgent violence continue to threaten girls and women in the most insidious ways. Although women’s rights and freedoms in Afghanistan have finally entered the radar screen of the international community’s consciousness, they still linger in the margins in many respects.
Socio-cultural and extremist religious elements continue to pose serious obstacles to reconstruction and development efforts. These constraints and impediments have an immensely devastating impact on the lives of girls and women in Afghanistan, and most often result in severely impairing quality of life and even reducing female life expectancy.
Another ominous trend that has undermined Afghan women’s rights is President Hamid Karzai’s political constituency, consisting of increasingly conservative and religious fundamentalist characters. In order to appease them and gain political support, the Karzai government has compromised women’s rights, and in some cases has cast a symbolic vote to Taliban-like mindsets. Meanwhile, women politicians, activists, and journalists constantly face intimidation and threats, and a number have even been assassinated.
One glance at the health and education statistics pertaining to Afghan girls and women alone is enough to see that improvements have been painfully gradual, and attention to these harsh realities has been grossly deficient. This paper examines these health and education variables, as well as the government policymaking that has triggered setbacks in women’s rights. Trends in violence against women and insecurity are also analyzed.
All of the variables that negatively affect the lives of girls and women in Afghanistan are interconnected and interdependent. Therefore, none of them can afford to be overlooked. Overall, the situation for girls and women in Afghanistan remains bleak and tragic.
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Integrasi proses pembelajaran tradisional dan modern dalam PAI di SMK el-Hayat Malang
No full textINDONESIA:
Pembelajaran tradisional sangat khas dengan proses pembelajaran menghafal dan guru sebagai pusat pembelajaran, yang mana diharapkan siswa mampu menguasai semua materi pelajaran. Begitu pula dengan pembelajaran modern yang dikenal banyak inovasi-inovasi baru dalam pembelajaran, sehingga menjadikan pembelajaran yang menyenangkan dan tidak membosankan. Dengan adanya kedua proses pembelajaran ini maka akan lebih baik jika dipadukan keduanya diharapkan akan menjadikan pembelajaran yang lebih baik. Pada saat ini pengintegrasian pembelajaran sudah tidak asing lagi kita dengar, pembelajaran yang terintegrasi yaitu adanya penggabungan antara dua hal yang berbeda di dalam proses pembelajaran. Baik penggabungan materi, metode, ilmu, dan lain sebagainya. Diharapkan dengan adanya pembelajaran yang terintegrasi dapat meningkatkan kualitas murid serta out put yang bermanfaat bagi masyarakat. Berdasarkan permasalahan di atas, maka penulis melakukan penelitian di SMK el-Hayat Malang dengan rumusan masalahnya (1) Bagaimana bentuk integrasi antara pembelajaran tradisional dan modern dalam PAI dari segi metode di SMK el-Hayat Malang? (2) Bagaimana terjadinya integrasi antara pembelajaran tradisional dan modern dalam PAI dari segi metode di SMK el-Hayat Malang?. Adapun tujuan dari pembahasan di atas adalah (1) Untuk mengetahui bentuk integrasi antara pembelajaran tradisional dan modern dalam PAI dari segi metode di SMK el-Hayat Malang (2) Untuk mengetahui terjadinya integrasi antara pembelajaran tradisional dan modern dalam PAI dari segi metode di SMK el-Hayat Malang.
Metode yang dipakai adalah deskriptif kualitatis, sedangkan yang menjadi sumber data adalah Kepala Sekolah, Guru BBQ, Guru PAI, dan Waka Kurikulum. Dalam mengumpulkan data yang dibutuhkan penulis menggunakan metode observasi, interview, dan dokumentasi. Sedangkan data mentah yang diperoleh, dianalisis kemudian dilakukan pengecekan keabsahan data. Penulis melakukan pengcekan dengan membandingkan data yang diperoleh dari informan yang berbeda, juga dengan penelitian berbeda. Dari perbandingan tersebut akan didapatkan data yang valid. Adapun hasil yang diperoleh dari penelitian ini adalah pengintegrasian antara metode tradisional dan modern dalam pembelajaran merupakan hal penting pada saat ini. Karena semakin majunya zaman dan mengikuti kebutuhan pendidikan pada saat ini. Upaya pengintegrasian ini diharapkan pendidikan di sekolah bisa menjadi lebih baik terutama dalam pelajaran BBQ. Karena sekolah mengharapkan out put SMK selain mempunyai skill juga memiliki kemampuan agama yang bagus. Dengan itu bentuk pengintegrasian metode di sini yaitu dengan adanya metode jibril dengan harapan murid tetap mempelajari materi agama dengan menyenangkan tanpa rasa bosan menghampirinya.
ENGLISH:
Traditional learning which is very exclusive by memorization of the learning process and the teacher as a point of learning, students which are expected to expert all learning materials. Likewise, the modern learning that is known many new innovations in learning, furthermore, capable to have fun learning and not boring. By both the learning process, it would be better if combined both expected to make learning better. At this time the integration of learning is familiar to hear, integrated learning that the merger between two different things in the learning process. Good combination of materials, methods, knowledge, and so forth. The first goal of an integrated learning can improve the quality of students and put out for the benefit of the society. Based on the above problems, the authors conducted research in SMK el-Hayat Malang with the formulation of problem (1) What kind of integration between traditional and modern learning in PAI in terms of methods in SMK el-Hayat Malang? (2) How is the integration between traditional and modern learning PAI in terms of methods in SMK el-Hayat Malang?. For the goal of the discussion in above is (1) To know the form of integration between traditional and modern learning PAI in terms of methods in SMK el-Hayat Malang (2) To know the occurrence of integration between traditional and modern learning PAI in terms of methods at SMK el -Hayat Malang.
The method which is used is descriptive qualitative, whereas the source which became of data are the principal, BBQ Teacher, PAI teacher, and deputy chief of curriculum. In submitting, the data which is needed to writer uses the method of observation, interviewing, and documentation. Whereas the raw data taken, having analysed and then conducted to check the validity of the data. The author conducted to check it by comparing data which is obtained from different informants, also with different studies. From this comparison, it will get valid data. As for as the results which is obtained from this research, the integration between traditional and modern methods of learning are the important thing at this time. Because the rapid advancement of the times and the following of educational needs at the moment. This integration effort is expected for the education in school could be better, especially in the BBQ lesson. It because the schools expect the graduation in SMK has skill and also has an education about religion. Furthermore, the form of integration methods here that the present of Methode jibril hopefully the student would keep learning the religion subject with happily without feeling boring
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