scholarly journals Rekonstruksi Pembelajaran Bahasa Arab di Pondok Pesantren Assunniyyah Jember

2017 ◽  
Vol 12 (1) ◽  
pp. 173-203
Author(s):  
Abdul Haris
Keyword(s):  
Formal Education ◽  
Arabic Language ◽  
Teaching Staff ◽  
Teacher Qualifications ◽  
Policy Makers ◽  
Face To Face ◽  
National Examination ◽  
Education Environment ◽  
Student Graduation ◽  
Face To Face Learning

This article attempts to unravel the failure of Arabic learning in formal education institutions and tries to offer alternative solutions. The failure of formal education institutions in learning Arabic is mostly due to the lack of clarity in the vision of the policy makers on the position and significance of Arabic materials. This is reflected in the policy regarding the frequency of face-to-face learning, qualificat-ions of teaching staff, preparation of textbooks, and the position of Arabic language materials which are still not included in the category of national examination materials. The success of Assunniyyah Islamic Boarding School in Kencong Jember in learning Arabic is because they are able to present bī’ah ‘Arabīyah (Arabic milieu) in the pesantren, even though they use ta’zīr as one of their approaches. Formal education institutions are less successful, or even fail in learning Arabic because they fail to present bī’ah ‘Arabīyah in their neighborhood. There are many points that need to be addressed in the context of designing Arabic learning in the formal education environment, both related to the creation of the environment, teacher qualifications and standardization of textbooks as learning resources, or related to the position of Arabic as material that adequately deter-mines student graduation.

scholarly journals Harassing The Mentors: A Phenomenological Study In Cross Gender Perspective

2019 ◽  
Vol 18 (1) ◽  
pp. 227-248
Author(s):  
Zaeema Asrar ◽  
Syed Waqas Hussain ◽  
Muhammad Mubeen
Keyword(s):  
Sexual Harassment ◽  
Formal Education ◽  
Phenomenological Study ◽  
Research Strategy ◽  
Male Students ◽  
Teaching Staff ◽  
Secondary Teacher ◽  
Main Research ◽  
Face To Face ◽  
Education Environment

The phenomenon of sexual harassment in an educational setup has been an unpinned topic. With more than 47% of the teaching staff in educational institutions females, the situation is getting worst on the esteem and honour of the profession. The nobles of the profession are on the target of harassment by none other than their own students. This paper explores particular type of sexual harassment in an attempt to understand and apprehend the essence, meanings and elements of the sexual harassment caused by male students towards their female teachers in a formal education environment. The research strategy is based on interpretive consumer research, with influences from phenomenology. The main research data was generated by face-to-face interviews from five female secondary and higher secondary teacher about their experiences of facing sexually harassing behaviours in the course of class and school. This study theoretically contributes by exploring the breadth of the issue faced by teachers and explored the defining terms, elements, reasons and responses and measure taken by the interviewed teachers.

scholarly journals Manajemen Pendidikan Diniyah Formal

2018 ◽  
Vol 1 ◽  
pp. 23-29
Author(s):  
Ratna Dewi ◽  
Jetro Limbong
Keyword(s):  
Religious Education ◽  
Extracurricular Activities ◽  
Formal Education ◽  
Boarding School ◽  
Text Book ◽  
Face To Face ◽  
National Examination ◽  
Examination Result ◽  
Face To Face Learning ◽  
Campus Activities

This study aims to uncover the situation and conditions for the implementation of Pendidikan Diniyah Formal (PDF) or Formal Religious Education (PRE) management, especially in West Java, as the epicenter of Indonesian Islamic education. However, every year there are students who resign from PDF, which is basically unusual for students studying in formal education. This study uses a qualitative method. Data was collected through interview, document studies and observations. The study was carried out in PRE Al-Jawahir and Al-Masturiyah. The results of the study show that the PRE, besides being held by madrassas (Islamic formal education), can also be organized by pesantren (non-formal Islamic boarding schools). In fact, they got two proofs of graduating formal education in the form of a Wathani Certificate that is equivalent to a National Examination Result Certificate (NERC), and a diploma (graduation certificate). Both proofs of graduation were signed by the head of the PRE and the head of the boarding school. Santri (student) PRE Wushto learns face-to-face in class as much as 52 lessons each week with an allocation of 40 minutes lesson time. Santri PRE Ulya as many as 53 hours, with an allocation of 45 minutes/lesson hours. Face-to-face learning is outside the campus activities such as the traditional text book study, tahfidz al Qur'an and extracurricular activities.

scholarly journals ESL Teachers’ Challenges in Implementing E-learning during COVID-19

2021 ◽  
Vol 20 (2) ◽  
pp. 330-348
Author(s):  
Brenda Anak Lukas ◽  
Melor Md Yunus
Keyword(s):  
Classroom Management ◽  
English Language ◽  
Learning Technologies ◽  
Esl Teachers ◽  
Policy Makers ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Readiness To Adopt ◽  
Learning With Technology

Education sector in Malaysia had put emphasis on the use of online learning or e-learning with technology and devices as a mediator of communication to replace face-to-face learning during the COVID-19 pandemic. Subsequently, with the improvement of learning technologies, English as a Second Language (ESL) teachers faced various challenges in language teaching. In this regard, this study aimed to investigate the challenges ESL teachers faced in implementing e-learning during COVID-19. Using a qualitative approach, this research was a case study which involved 20 primary ESL teachers. Data collection was done through an in-depth interview to explore teachers’ e-learning experiences and challenges in teaching the English language. Based on the findings, the majority of teachers expressed that the use of e-learning was effective with various limitations such as teachers’ readiness to adopt e-learning, accessibility to mobile phones and Internet connectivity, classroom management in term of low students’ participation and assessment. Thus, the researcher recommended more studies to highlight teachers’ insight regarding the significance of e-learning. ESL teachers, stakeholders, policy makers, and institutions can benefit from the results of the study and come out with practical strategies to utilize online sources for education in the pandemic situation.

Massive Online Open Course Assisted Mechatronics Learning

2015 ◽  
pp. 245-268 ◽  
Author(s):  
Bo Xing
Keyword(s):  
Online Education ◽  
Teaching And Learning ◽  
Online Courses ◽  
Course Structure ◽  
Face To Face ◽  
Learning Modalities ◽  
Learning Content ◽  
Education Environment ◽  
Massive Online Open Course ◽  
Face To Face Learning

Massive open online courses (MOOCs), also known as kind of free and accessible online education environment, have been deeply appeals to people and broadly covered in different medium. Nowadays, it seems MOOCs are everywhere. Originally, MOOCs are designed to offer learning content to the participants who do not have an adequate educational infrastructure, or where cost has become a barrier to educational access. However, as the MOOCs become more popular, an important question need to be asked: how do traditional face-to-face learning students benefit from MOOC environments as well? This chapter introduces MOOCs as an assistant platform to rebuild the course structure in order to tie education more closely to work. The major advantage of this hybrid teaching and learning model is that it is flexible as it allows students to work through materials at their own pace and at a time that is most convenient to them. Although the successful integration of such different teaching and learning modalities is a big challenge, the presented case study and the preliminary experimental results demonstrated the effectiveness of the proposed hybrid methodology.

The Use of Learning Objects as an Alternative for Providing Curriculum Flexibility in Engineering Courses

2012 ◽  
pp. 127-142
Author(s):  
Lilia Maria Marques Siqueira ◽  
Patricia Lupion Torres
Keyword(s):  
Online Communication ◽  
Learning Objects ◽  
Teaching Staff ◽  
Learning And Teaching ◽  
Face To Face ◽  
Catholic University ◽  
Information And Communication ◽  
Face To Face Learning ◽  
Multidisciplinary Staff ◽  
Online Learning Resources

This chapter is intended for tutors, professors, and students, and seeks to contribute to the development of online communication activities as a means of providing curriculum flexibility in engineering courses. It describes the use of online learning resources, called Learning Objects (LO), and their development at the Pontifical Catholic University of Parana (PUCPR) by a multidisciplinary staff. The design of the LOs takes into account the difficulties students encounter during face-to-face activities as reported in previous studies carried out by the authors during their teaching careers. LOs allow Information and Communication Technology (ICT) to be used as an aid to face-to-face learning, with reorganized learning and teaching strategies. LOs are available in the university’s own virtual environment, Eureka, and can be accessed by approximately 14,000 students and more than 1,200 teaching staff at the institution. Student feedback was also collected and is described here.

scholarly journals 1691 Survey of Patient Attitudes Towards Face-To-Face and Telemedicine Teaching in the COVID-19 Era

2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
L Coady ◽  
A Charturvedi ◽  
N Fearon ◽  
H Heneghan ◽  
E Carrington
Keyword(s):  
University Hospital ◽  
Free Text ◽  
Privacy Concerns ◽  
Face To Face ◽  
Education Environment ◽  
The Face ◽  
Face To Face Learning ◽  
Teaching Attitudes ◽  
Areas Of Interest

Abstract Background COVID-19 has profoundly impacted the healthcare education environment and telemedicine has been used to augment face-to-face learning and support social-distancing. There is little evidence which examines how patients feel about participating in teaching with this technology. Method A prospective survey of 229 surgical inpatients/outpatients was conducted at a university hospital between August–September 2020. The survey consisted of 31 questions (7-point Likert scales, quantitative items, and free-text answers) to explore: general attitudes towards teaching, attitudes towards COVID-19, perceptions of face-to-face teaching and perceptions of telemedicine teaching. Relationships between demographics and areas of interest were analysed qualitatively and quantitatively. Results Patients reported a positive attitude towards both face-to-face (mean 5.5 [1.1SD]) and telemedicine teaching (5.4 [1.2]) however there was a preference for the face-to-face approach (mean difference [MD]=.16, p = 0.14). Face-to-face teaching was found to be less bothersome (MD=.32, p=.002) and more rewarding (MD.33, p<.001). Older patients were more likely to report both teaching techniques as embarrassing (face-to-face r=.16, p=.048; telemedicine r=.15, p=.036) or as an infringement on their privacy (face-to-face r=.13, p=.048; telemedicine r=.17, p=.017). Qualitative analyses revealed four themes of the patient experience: apprentice role of students, communication skills, transient need for telemedicine during COVID-19 and privacy concerns. Conclusions Despite reporting a favourable impression of telemedicine teaching, patients prefer traditional face-to-face styles as they find telemedicine more bothersome and less rewarding. Educators should take this into consideration during planning of teaching during the pandemic.

scholarly journals Strategies in Online Speaking Classroom in the Time of Covid-19: A Descriptive Study at Tertiary Level

2021 ◽  
Vol 5 (2) ◽  
pp. 259
Author(s):  
Zelvia Liska Afriani ◽  
Valisneria Utami
Keyword(s):  
Teaching And Learning ◽  
Group Discussion ◽  
Structured Interview ◽  
Teaching Staff ◽  
Tertiary Level ◽  
Face To Face ◽  
Descriptive Research ◽  
Mobile Phone Applications ◽  
Face To Face Learning ◽  
Speaking Skills

Recently, the Covid-19 pandemic has transformed teaching and learning into a virtual model, which demands teachers to find their best strategy. This study aims to analyze the strategies applied by teachers at the tertiary level in the time of Covid-19. The researchers employed a descriptive research design conducted in one of the Islamic universities at Bengkulu. The subjects were two English as a foreign language (EFL) teaching staff who taught speaking skills at the beginner level. The data was obtained through a semi-structured interview. The observation was also done during one semester, where the researchers took part in the online classrooms. After the data was collected, the researchers analyzed the data by following some steps: (1) data reduction, (2) data display, and (2) conclusion drawing/verification. The findings revealed that the English teachers used several teaching-speaking skills integrated with social media and mobile phone applications to be accessed easily. The strategies are lecturing, role-play, online group discussion, simulation, and drilling. They are blended with WhatsApp Group, Google Classroom, Zoom, and Instagram. Even though the learning process can be managed in this pandemic, face-to-face learning is still favorable.

scholarly journals HOW TUTORING BUSINESS AGENCY SURVIVES IN THE MIDST OF THE PANDEMIC COVID-19?

2021 ◽  
Vol 5 (2) ◽  
pp. 172-178
Author(s):  
Eka Indah Nurlaili ◽  
Fajar Budiyanto
Keyword(s):  
Formal Education ◽  
School Curriculum ◽  
Education Sector ◽  
Educational Institutions ◽  
Face To Face ◽  
Offline Learning ◽  
Face To Face Learning ◽  
Product And Process ◽  
Process Factors ◽  
Temporary Closure

The temporary closure of formal educational institutions in an effort to contain the spread of the Covid-19 epidemic around the world has an impact on the education sector, not except in Indonesia. The non-formal education sector, such as the Tutoring Business Agencies, also experienced a very significant impact, where the tutoring agencies had difficulty in implementing the marketing mix. So that further studies are needed so that the tutoring business agencies will survive in a pandemic condition. To obtain data, it was done through literature studies from secondary and qualitative data. The habits of students who tend to prefer face-to-face activities make online tutoring activities less responsive and still choose face-to-face learning as one way to keep up with the school curriculum. The solution so that tutoring agencies can survive is to improve product and process factors. The products include limiting the number of students in the class and the variety of online and offline learning. The process is by spraying disinfectant at each class change and providing distance between students. This needs to be done so that parents who provide the needed funds will feel safe when their children study at the desired tutoring agencies.

scholarly journals Pembelajaran Dalam Jaringan (Daring) Mata Pelajaran PAI Siswa Kelas VIII SMP Qu’ran Darul Fattah Bandar Lampung Tahun Pelajaran 2020/2021

An Naba ◽  
2021 ◽  
Vol 4 (1) ◽  
pp. 58-68
Author(s):  
Langgeng Sutopo
Keyword(s):  
Online Learning ◽  
Language Learning ◽  
Research Method ◽  
Qualitative Data ◽  
Arabic Language ◽  
Face To Face ◽  
The World ◽  
Class Viii ◽  
The Subject ◽  
Face To Face Learning

This research was motivated by the covid-19 pandemic which makes the world of education, especially Indonesia innovate to do Arabic language learning that is implemented online. This study aims determine the effectiveness of inline learning on Arabic language subjects that include the response of students, parents and teachers as well as the difficulties encountered in the implementation of online learning at PAI subjects. The subject in this study is the students of class VIII SMP Qur’an Darul Fattah Bandar Lampung with a total of 36 students. The research method used is descriptive qualitative, data collection techniques are carried out using interview, questionnaires and documentation. The result of the interview and questionnaire distribution was that 75% of parents agreed that online learning was not effectively applied in learning and 50% of parents are dissatisfied with online learning. 69% of students think face-to-face learning is more effective than online learning and ranges from about 50% above who do not like changes in the implementation of learning, while teachers argue that online learning is less effective in applying Arabic language learning because students have difficulty understanding lessons. The biggest difficulty experienced by many types of respondents is the inadequate internet network.

scholarly journals EFEKTIVITAS PEMBELAJARAN ONLINE SAAT PANDEMI COVID-19 DI UNIVERSITAS ISLAM NEGERI AR-RANIRY BANDA ACEH

2022 ◽  
Vol 7 (1) ◽  
pp. 13-26
Author(s):  
Muazzinah ◽  
Akhiar
Keyword(s):  
Online Learning ◽  
Large Scale ◽  
Daily Routine ◽  
Research Subjects ◽  
Public Places ◽  
Policy Makers ◽  
Face To Face ◽  
Public Facilities ◽  
Face To Face Learning ◽  
Banda Aceh

The Covid-19 pandemic has changed the daily routine of work. Since the issuance of PP Number 21 of 2020 concerning Large-Scale Social Restrictions, activities in public places or public facilities have been limited with the aim of reducing the spread of Covid-19. Likewise with the learning process, the Covid-19 pandemic has changed the conventional face-to-face learning pattern to face-to-face online. Therefore, this study aims to determine how effective online learning is at UIN Ar-Raniry Banda Aceh. The research method used in this study is a qualitative method with a descriptive approach with observation, interviews and documentation techniques. The research subjects are LPM UIN Ar-Raniry as policy makers as well as lecturers and students at UIN Ar-Raniry as implementers of online learning. The results of this study indicate that online learning at UIN Ar-Raniry Banda Aceh has not been effective, but to achieve this effectiveness the campus has tried as much as possible by doing several things, namely before the implementation of online learning activities the campus first designed planning and survey conditions and training to lecturers, then formulate policies, formulate goals and strategies, determine facilities and supervision which is carried out routinely through the Siakad portal. Keywords: Effectiveness, Online Learning, Covid-19 Pandemic

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