771 research outputs found
LINTASAN SEJARAH FILSAFAT PENDIDIKAN PERENIALISME DAN AKTUALISASINYA
Get PDFAntara filsafat dan pendidikan terdapat kaitan yang erat. Filsafat memiliki aspek-aspek utama yang dapat dijadikan landasan bagi pendidikan. Aspek-aspek yang dimaksud adalah aspek-aspek metafisis, epistemologis, dan aksiologis. Aspek metafisis antara lain berkaitan dengan persoalan realitas yang tercermin pada bahan ajar, pengalaman dan keterampilan. Aspek epistemologis berkaitan dengan persoalan pengetahuan dan kebenaran, termasuk di dalamnya sumber belajar dan metode pembelajaran. Aspek aksiologis berkaitan dengan nilai kebaikan dan keindahan yang akan ditanamkan kepada peserta didik. Perenialisme sebagai aliran dalam filsafat juga memiliki ketiga aspek tersebut yang dapat dijadikan landasan bagi pendidikan yang mendasarkan pada filsafat ini
Penerapan Evaluasi Model Ekop dalam Pembelajaran Terpadu Mata Kuliah Sejarah Asia Selatan
Get PDFAbstract: this research has a purpose to plan and apply the evaluation of EKOP model inintegrated teaching of Connected model to increase the teaching quality of the South AsiaHistory 2 lecture at the Historical Program of FKIP UNS. The subjects of the research are thestudents who study the South Asia History 2 lecture at the even semester in 2009/2010Academic Year. The research is done by using the classroom action research method (PTK).The technique and equipment which are used to get the data in the research are thequestionnaire technique, observation, and interview. The result of the research shows that theapplication of EKOP model evaluation in the integrated teaching of connected model canincrease the teaching quality of South Asia History 2 lecture. It is shown by the scores averageof teaching quality components at numbers 3.4 – 4.1 which are categorized as good in the firstcycle and the second cycle. The total scores average are categorized as good on the numbers3.51 at the first cycle and 3.57 at the second cycle
Pendidikan Budi Pekerti di Sekolah: Refleksi Modal Sosial dan Modal Budaya (Studi Kasus di SMP Muhammadiyah 5 Surakarta dan SMP Kasatriyan 1 Surakarta).
No full textStudi ini bertujuan: (1) menemukan komponen, dan (2) menggambarkan pengelolaan modal sosial dan modal budaya dalam pelaksanaan Kurikulum Pendidikan Budi Pekerti di SMP Muhammadiyah 5 Surakarta dan SMP Kasatriyan 1 Surakarta.
Penelitian ini bersifat deskriptif kualitatif dengan pendekatan naturalistik untuk menggambarkan secara alami, lengkap, mendalam, dan utuh pendidikan budi pekerti di Kota Surakarta. Penelitian dilakukan di SMP Muhammadiyah 5 Surakarta dan SMP Kasatryan Surakarta. Subjek dalam penelitian ini adalah kepala sekolah, guru, staf administrasi, penjaga sekolah, keamanan sekolah, siswa, pegawai kantin sekolah, orang tua siswa, pengurus yayasan, dan masyarakat sekitar SMP Muhammadiyah 5 Surakarta dan SMP Kasatriyan 1 Surakarta. Pengumpulan data dilakukan dengan wawancara mendalam, observasi, dan analisis dokumen. Instrumen penelitian adalah peneliti sendiri sebagai pengumpul data. Untuk memperoleh derajad validitas tinggi, digunakan teknik trianggulasi, recheck, dan peerdebriefing. Analisis penelitian dilakukan dengan teknik analisis interaktif yang meliputi tahapan pengumpulan data, reduksi data, sajian data, dan verifikasi/menarik kesimpulan.
Kesimpulan studi ini adalah sebagai berikut. (1) Modal sosial yang digunakan dan dimanfaatkan dalam implementasi pendidikan budi pekerti di SMP Muhammadiyah 5 Surakarta dan SMP Kasatriyan 1 Surakarta meliputi hubungan saling percaya, norma, serta jaringan dan keterkaitan. (2) Modal budaya dalam pelaksanaan pendidikan budi pekerti meliputi: sistem budaya, yaitu nilai-nilai budaya Jawa dan nilai-nilai agama; sistem sosial yaitu budaya sekolah SMP Muhammadiyah 5 Surakarta berbasis budi pekerti dan agama, budaya sekolah SMP Kasatriyan 1 Surakarta berbasis budi pekerti dan multikultural serta kultur komunitas; kebudayaan fisik, yang meliputi kebijakan pendidikan dan slogan-slogan yang mengandung pesan-pesan moral/nilai-nilai budi pekerti. (3) Jaringan kerjasama yang sinergis dilandasi rasa percaya dan kesamaan nilai/norma merupakan modal sosial yang telah dimanfaatkan dan dikelola dalam rangka mendukung pelaksanaan kebijakan kurikulum pendidikan budi pekerti di SMP Muhammadiyah 5 Surakarta dan SMP Kasatriyan 1 Surakarta. (4) Kultur sekolah berbasis budi pekerti dan agama di SMP Muhammadiyah 5 Surakarta dan kultur sekolah berbasis budi pekerti dan multikultural serta kultur komunitas merupakan modal budaya utama yang dimanfaatkan dan dikelola dalam pelaksanaan Kurikulum Pendidikan Budi Pekerti
The Development of Reflective-Scientific Learning Model to Improve 21st Century Learning Skills In Historical Learning
Get PDFThis research aims to develop the Reflective-scientific Learning Model to accommodate 21st-century learning skills in learning history. The ADDIE instructional design was used as the research method to develop the learning model. The research participants were 120 senior high school students. The Reflective-scientific Learning Model consists of five learning stages: historical engagement, critical-exploration, communicative-explanation, creative-elaboration, and reflective evaluation. The research results prove the feasibility and effectiveness of the developed learning model in improving students' 21st-century learning skills in the learning history process. It means that the developed learning model can accommodate the needs of the 21st-century learning skills and the learning history objectives. Based on this research, the authors highlight that the elaboration of the learning model can provide a space for synchronizing learning history objectives with other educational concepts from various disciplines. Thus, further research and development in the history education landscape should provide more opportunities for elaborating the learning models to amend the role and impact of learning history in the 21st century
Man up: stories of Parvez and Muna
No full textA collection of linked comic short stories about a young Muslim couple, tracing their relationship from their traditional courtship to the early parenthood.M.F.A.by Musa Syee
Bernard Pannagl's musa panagaea
No full textBernard Pannag1 (1666-1734, from 1684 member of Societas Jesu) was a gymnaSIUm teacher, predicator and 1ibrarian in the C1ementinum college in Prague. On1y five books of him are known, all of them in latin. One of these is Musa panagaea (edited probab1y in J anuary 1729), a collection of his schoo1 dramatic works. We bring an edition of the first part of the Musa panagaea, name1y the p1ays Joannes Nepomucenus, Divus Joannes Baptista and Romulus, with an introduction to the latin schoo1 drama in the 17. and 18. century and with informations about the author. There are no standard rules for the editions of the latin texts from 17. and 18. century, just some recommendations. The interpunction of that age in Bohemia hasn't been described and explained in detail s yet, and iťs different from the interpunction, which is used in the czech language (and in the enghsh as well) today; in our edition we use the czech modem interpunction so as the text can be easily read by modem readers. In the transcription of the words we respect the specific aspects of the modem latin (as we know especially from the works of Bohuslav Balbín) and we don't rewrite them in the c1assical latin way. Using of accents in the Musa panagaea is regular and we describe some rules, which we respect in the transcription of the text, but these..
Musa Dah i bliżej. Zaczynając od powieści Franza Werfla.
No full textThe subject of the first part of the article is an interpretation of Franz Werfel’s novel Forty days of Musa Dah, published in 1933 and containing in its the name of the place where five thousand Armenians made a stand against the Turks in September and October 1915. The book made the author a national hero of the Armenians. However, this Jewish writer simultaneously sensed the approaching Shoah. Hence, in the second part of the paper, I show how the novel grew in importance during World War II: Musa Dah was compared to the resistance in the Jewish ghettos (e.g. the situation of the population in Bialystok). Janusz Korczak was to discuss the novel in the summer of 1941, also the chronicler of the Warsaw Ghetto, Emmanuel Ringelblum, in June 25, 1942 compared the Warsaw Ghetto to Musa Dah.The subject of the first part of the article is an interpretation of Franz Werfel’s novel Forty days of Musa Dah, published in 1933 and containing in its the name of the place where five thousand Armenians made a stand against the Turks in September and October 1915. The book made the author a national hero of the Armenians. However, this Jewish writer simultaneously sensed the approaching Shoah. Hence, in the second part of the paper, I show how the novel grew in importance during World War II: Musa Dah was compared to the resistance in the Jewish ghettos (e.g. the situation of the population in Bialystok). Janusz Korczak was to discuss the novel in the summer of 1941, also the chronicler of the Warsaw Ghetto, Emmanuel Ringelblum, in June 25, 1942 compared the Warsaw Ghetto to Musa Dah
The story of Musa and Khidir in QS. al-Kahfi (18): 60-82 according to Al-Alusi’s perspective
Get PDFAl-Qur’an contains much of deep messages, like in Q.S al-Kahfi 18:60-82. It told about the story Musa and Khidir’s journey, by using descriptive-analitic method. In this thesis the author have two problem formulations are: 1) How is the story Musa and Khidir in Q.S al-Kahfi: 60-82 according to Tafsir Al-Alusi perspective? 2) What is the relevance of story Musa and Khidir in Q.S al-Kahfi: 60-82 towards learning ethics?
Based on the problem formulation above, the author used two ways to analyze the data First, the author will inventory the verses related to the story of Musa and Khidir , namely Surat al-Kahf: 60-82, then interpret the verses using the perspective of the Tafsīr al-Alusi book in a descriptive-analytic manner so that it can be found out how the construction of the interpretations of these verses is actually comprehensive. Second, from al-alusi interpretation, we will know what is the message from the story. Then from the messages of the story, the author try to seek what is the relevance from the story between the ethic of a student with his teacher.
Based on the method of research above, the author concluds that the story of Musa and Khidir contains three hikmah are Having A Big Enthuasiasm In Learning, Be Polite And Tawadhu' To The Teacher And Having A Patience And Commitment To Learning
Bernard Pannagl's musa panagaea
Get PDFBernard Pannag1 (1666-1734, from 1684 member of Societas Jesu) was a gymnaSIUm teacher, predicator and 1ibrarian in the C1ementinum college in Prague. On1y five books of him are known, all of them in latin. One of these is Musa panagaea (edited probab1y in J anuary 1729), a collection of his schoo1 dramatic works. We bring an edition of the first part of the Musa panagaea, name1y the p1ays Joannes Nepomucenus, Divus Joannes Baptista and Romulus, with an introduction to the latin schoo1 drama in the 17. and 18. century and with informations about the author. There are no standard rules for the editions of the latin texts from 17. and 18. century, just some recommendations. The interpunction of that age in Bohemia hasn't been described and explained in detail s yet, and iťs different from the interpunction, which is used in the czech language (and in the enghsh as well) today; in our edition we use the czech modem interpunction so as the text can be easily read by modem readers. In the transcription of the words we respect the specific aspects of the modem latin (as we know especially from the works of Bohuslav Balbín) and we don't rewrite them in the c1assical latin way. Using of accents in the Musa panagaea is regular and we describe some rules, which we respect in the transcription of the text, but these..
Using hydraulic oscillator of Banu Musa for teaching relaxation oscillation
No full textOne of the introductory examples of scientific books and articles on relaxation oscillations is description of a tank containing a liquid and a siphon, which is known as Tantalus Cup. In this article, the author has shown that the origin of the cup can not be found in historical documents, and probably from the late eighteenth and early nineteenth centuries this device has appeared in laboratory and educational centers in Europe as teaching instrument. However, the thirty-second design of Alheyalbook of Banu Musa actually defines the means with the same performance but more completely than Tantalus Cup. In this article, this device is called "hydraulic relaxation oscillator of Banu Musa". First the history of the book and the life of author, Ahmad ibn Musa ibn Shaker Khorasani, is briefly stated. Thereafter, the historical and scientific record of Tantalus Cup is studied and the performance of the Cup is also described. Finally, Banu Musa's hydraulic oscillator based on relaxation is described in detail. The article claims that Banu Musa was the first engineer who used the relaxation oscillator in a mechanical device
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