scholarly journals SINERGI IMPLEMENTASI ANTARA PENDIDIKAN AKIDAH DAN AKHLAK MENURUT HAMKA

2016 ◽  
Vol 26 (2) ◽  
Author(s):  
Kasmali Kasmali
Keyword(s):  
Moral Education ◽  
Close Relationship ◽  
Strength Of Faith

Abstract: This article discusses the implementation of educational creed has a very close relationship with moral education. Creed became the foundation for the implementation of morals. Didsari deeds and djiwai by faith will lead to actions directed, planned, so awake from shirk. True and strong faith will bring a noble character and strong. All that is done is a reflection of the strength of faith, so that the behavior is done is correct behavior and sincere, reflecting the behavior of worship to God. Abstrak: Artikel ini membahas tentang implementasi pendidikan akidah memiliki hubungan yang sangat erat dengan pendidikan akhlak. Akidah menjadi landasan bagi pelaksanaan akhlak. Perbuatan yang didsari dan djiwai oleh akidah akan menimbulkan perbuatan yang terarah, terencana, sehingga terjaga dari perbuatan syirik. Akidah yang benar dan kuat akan memunculkan akhlak yang mulia dan kuat. Semua yang dilakukan merupakan cerminan dari kekuatan akidah, sehingga perilaku yang dilakukan merupakan perilaku yang benar dan ikhlas, mencerminkan perilaku ibadah kepada Allah. Keywords: akidah, akhlak, iman, syirik, pendidikan.

Minding the Close Relationship

1999 ◽  
Author(s):  
John H. Harvey ◽  
Julia Omarzu
Keyword(s):  
Close Relationship

The Solution Strategy as an Indicator of the Developmental Stage of Preschool Children’s Mental-Rotation Ability

2010 ◽  
Vol 31 (2) ◽  
pp. 95-100 ◽  
Author(s):  
Claudia Quaiser-Pohl ◽  
Anna M. Rohe ◽  
Tobias Amberger
Keyword(s):  
Preschool Children ◽  
Mental Rotation ◽  
Latent Class ◽  
Preschool Age ◽  
Stage Model ◽  
Solution Strategy ◽  
Thinking Aloud ◽  
Transition Analysis ◽  
Solution Strategies ◽  
Close Relationship

The solution strategies of preschool children solving mental-rotation tasks were analyzed in two studies. In the first study n = 111 preschool children had to demonstrate their solution strategy in the Picture Rotation Test (PRT) items by thinking aloud; seven different strategies were identified. In the second study these strategies were confirmed by latent class analysis (LCA) with the PRT data of n = 565 preschool children. In addition, a close relationship was found between the solution strategy and children’s age. Results point to a stage model for the development of mental-rotation ability as measured by the PRT, going from inappropriate strategies like guessing or comparing details, to semiappropriate approaches like choosing the stimulus with the smallest angle discrepancy, to a holistic or analytic strategy. A latent transition analysis (LTA) revealed that the ability to mentally rotate objects can be influenced by training in the preschool age.

Speeded Paper-Pencil Sustained Attention and Mental Speed Tests

2008 ◽  
Vol 29 (4) ◽  
pp. 205-216 ◽  
Author(s):  
Stefan Krumm ◽  
Lothar Schmidt-Atzert ◽  
Kurt Michalczyk ◽  
Vanessa Danthiir
Keyword(s):  
Sustained Attention ◽  
Time Pressure ◽  
Factor Model ◽  
Higher Order ◽  
Future Research ◽  
Perceptual Speed ◽  
Speed Factor ◽  
Close Relationship ◽  
Task Processing ◽  
Order Factor

Mental speed (MS) and sustained attention (SA) are theoretically distinct constructs. However, tests of MS are very similar to SA tests that use time pressure as an impeding condition. The performance in such tasks largely relies on the participants’ speed of task processing (i.e., how quickly and correctly one can perform the simple cognitive tasks). The present study examined whether SA and MS are empirically the same or different constructs. To this end, 24 paper-pencil and computerized tests were administered to 199 students. SA turned out to be highly related to MS task classes: substitution and perceptual speed. Furthermore, SA showed a very close relationship with the paper-pencil MS factor. The correlation between SA and computerized speed was considerably lower but still high. In a higher-order general speed factor model, SA had the highest loading on the higher-order factor; the higher-order factor explained 88% of SA variance. It is argued that SA (as operationalized with tests using time pressure as an impeding condition) and MS cannot be differentiated, at the level of broad constructs. Implications for neuropsychological assessment and future research are discussed.

An Annotated Conceptual Appetizer in Moral Education

PsycCRITIQUES ◽  
2008 ◽  
Vol 53 (39) ◽  
Author(s):  
Stephen A. Sherblom
Keyword(s):  
Moral Education

How Can We Explain a Close Relationship?

PsycCRITIQUES ◽  
2012 ◽  
Vol 57 (41) ◽  
Author(s):  
Victor Cicirelli
Keyword(s):  
Close Relationship
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