scholarly journals Kemahiran Membaca Bahasa Arab Tingkat Mutaqaddimin serta Metode dan Strategi Pembelajarannya

2020 ◽  
Vol 8 (2) ◽  
pp. 131
Author(s):  
Rappe Rappe

This research discusses the methods and strategies of learning to read especially for mutaqaddimin. Mutaqaddimin is the level where students can already read well and fluently.In this level, the concept of learning focusses aspects of understanding the content of reading as well as the ability to explore it. Reading for mutaqaddimin is activity of learning that can be done independently. So, students can learn in inside or outside the classroom.In learning to read, students are asked to find the main ideas and supporting ideas of the reading. And then recounted it by using grammar or qawaid that student have known. The students must inform it by using their own language so others can understand it well.Every learning needs method and strategies for increasing students interest in studying. And also, make them easy to understand the material. In this case, a teacher have the right to choose a better method and strategies in studying including learning of read. In this research, there are some method and strategies that teacher can use in studying. This research obtaian the data of method and strategies from some jurnals. Researcher read the jurnal well and deeply, then make categorization and choose some importand information in oerder to put in this research

Author(s):  
Magda Nikolaraizi ◽  
Charikleia Kanari ◽  
Marc Marschark

In recent years, museums of various kinds have broadened their mission and made systematic efforts to develop a dynamic role in learning by offering a wide range of less formal experiences for individuals with diverse characteristics, including individuals who are deaf or hard-of-hearing (DHH). Despite the worthwhile efforts, in the case of DHH individuals, museums frequently neglect to consider their unique communication, cognitive, cultural, and learning characteristics, thus limiting their access and opportunities for fully experiencing what museums have to offer. This chapter examines the potential for creating accessible museum environments and methods that reflect an understanding of the diverse communication, cognitive, cultural, and learning needs of DHH visitors, all of which enhance their access and participation in the museum activities. The role of the physical features of museum spaces for the access and behavior of DHH visitors is emphasized, together with attention to exhibition methods and the communication and cognitive challenges that need to be considered so DHH visitors can get the maximum benefit. The chapter emphasizes the right of individuals who are DHH to nonformal learning and analyzes how museums could become more accessible to DHH individuals by designing, from the beginning, participatory learning experiences that address their diverse needs.


Author(s):  
John Stillwell

This chapter prepares the reader's mind for reverse mathematics. As its name suggests, reverse mathematics seeks not theorems but the right axioms to prove theorems already known. Reverse mathematics began as a technical field of mathematical logic, but its main ideas have precedents in the ancient field of geometry and the early twentieth-century field of set theory. In geometry, the parallel axiom is the right axiom to prove many theorems of Euclidean geometry, such as the Pythagorean theorem. Set theory offers a more modern example: base theory called ZF, a theorem that ZF cannot prove (the well-ordering theorem) and the “right axiom” for proving it—the axiom of choice. From these and similar examples one can guess at a base theory for analysis, and the “right axioms” for proving some of its well-known theorems.


2017 ◽  
Vol 13 (4) ◽  
pp. 78 ◽  
Author(s):  
Imron Arifin ◽  
Agustinus Hermino

The purpose of this paper is to provide an understanding importance of multicultural education for students in the schools relate with diversity in the era of Asean Economic Community. The ASEAN, which groups eleven countries, is a very diverse region, with different dynamics that are owned by their respective countries, particularly when associated with education. Diversities can be seen from the many islands, ethnicity, culture, language and religion. Regardless all those differences, these eleven countries share a similar emphasis on human resource development as a key in developing the whole nation to enter the knowledge-based economy and global environment. Pluralism that is the one of the power and uniqueness in the ASEAN Economic Community that can be interpreted as diversity in unity. Diversity, on the one hand is a blessing, because it actually reflects the diversity of the wealth of cultural treasures. But on the other hand, diversity is also great potential for growing proliferation of conflicts, particularly if such diversity is not able to run well. To build the ASEAN community who recognize and appreciate the differences required processes and better understanding through relevant education. Education, as a fundamental human right, is considered very important and strategic for developing their human resources. The right to education imposes an obligation upon countries to ensure that all children and citizens have opportunities to meet their basic learning needs. Promoting quality and equity education is a common policy for countries regardless their different levels of development. Herein lies the importance of multicultural education. Multicultural education becomes strategic for ASEAN nations to be able to manage the plurality creatively, and can be interpreted as an internalization process of values in educational institutions.


The author remarks, that Mr. Ware’s observations with regard to short-sightedness, being in general merely the consequence of habit acquired at an early age, is conformable with his own experience in general, and that he himself is a particular instance of natural long-sightedness gradually converted into confirmed short sight. He very well remembers first learning to read, at the common age of four or five years, and that at that time he could see the usual inscriptions across a wide church; but that at the age of nine or ten years he could no longer distinguish the same letters at the same distance, without the assistance of a watch-glass, which has the effect of one slightly concave. In a few years more the same glass was not sufficiently powerful; but yet his degree of short-sightedness was so inconsiderable, that he yielded to the dissuasion of his friends from using the common concave glasses till he was upwards of thirty years of age, when No. 2 was barely sufficient; and he very shortly had recourse to No. 3. In the course of a few years an increase of the defect rendered it necessary for him to employ glasses still deeper, and his sight soon required No. 5, where it has remained stationary to the present time. From the progress which Sir Charles Blagden has observed in his own short-sightedness, he is of opinion that it would have been accelerated by an earlier use of concave glasses, and might have been retarded, or perhaps prevented altogether, by attention to read and write with his book or paper as far distant as might be from his eyes. In this communication he takes the same opportunity of adding an experiment made many years since on the subject of vision, with a view to decide how far the similarity of the images received by the two eyes contribute to the impression made on the mind, that they arise from only one object. In the house where he then resided, was a marble surface ornamented with fluting, in alternate ridges and concavities. When his eyes were directed to these, at the distance of nine inches, they could be seen with perfect distinctness. When the optic axes were directed to a point at some distance behind, the ridges seen by one eye became confounded with the impression of concavities made upon the other, and occasioned the uneasy sensation usual in squinting. But when the eyes were directed to a point still more distant, the impression of one ridge on the right eye corresponded with that made with an adjacent ridge upon the left eye, so that the fluting then appeared distinct and single as at first, but the object appeared at double its real distance, and apparently magnified in that proportion. Though the different parts of the fluting were of the same form, their colours were not exactly alike, and this occasioned some degree of confusion when attention was paid to this degree of dissimilarity.


2018 ◽  
Vol 1 (01) ◽  
pp. 22
Author(s):  
Khotijah Khotijah

There are two crucial things essence in the learning proses. They are teachers and students. The teachers are the main actors in teaching, and students are main actors in learning. Basically learning is a process of change, from not knowing to know, less good to be good trough interaction between individuals and the environment. In school learning proses is a continous series of activities, planed, integrated which gives overall characteristics in the learning process.  Skill and ways of teaching teachers in managing the learning process is called learning strategies. A teacher must design learning with the right strategy so that the material presented to students can be delivered maximally and please them.  Whether or not the use of a particular strategy in learning depends on the goals, material, character of learners and teachers. So there is no specific strategy that is best and suitable for all learning situations and conditions. But it is the strategies that fit the learning needs. The characteristics of primary school children should be a special consideration in designing of learning strategies.


Author(s):  
I. M. Ratnikova

The paradigmatic basis of the modern model of Critical Theory is reconstructed in this article. Critical Theory as a conceptually holistic research program of modern Humanities, characterized by the integrality of its philosophical and methodological foundations, is explicated. The main ideas of A. Honnet’s conception of “struggle for recognition” as the normative basis for sociocultural transformations are analyzed. The key elements of the newest versions of the Critical Theory on the example of R. Forst’s concept of justice as the realization of the “right to justification” are researched.


Author(s):  
Abdul Rahim ◽  
Syahria Anggita Sakti

Pendidikan memerlukan proses yang terus menerus sehingga guru perlu meningkatkan profesionalismenya. Guru profesional tidak hanya menguasai bidang ilmu, bahan ajar, dan metode yang tepat, tetapi mampu mengembangkan empat komponen kompetensi guru yaitu pedagogik, kepribadian, profesional, dan sosial. Guru yang tidak mempunyai sikap profesional dapat menyebabkan siswa sulit berkembang dengan baik. Pembuatan media pembelajaran merupakan salah satu solusi untuk mengatisipasi media yang susah didapat Guru dapat membuat sendiri media pembelajaran sehingga tidak memerlukan biaya yang mahal. Pembelajaran menjadi relevan dengan media yang dikonsep sendiri oleh guru. ada cara yang mudah untuk guru untuk membuat media pembelajaran sendiri yaitu dengan slide master. Menu slide master terdapat dalam program Microsoft Power Point yang sering dipakai oleh guru. Slide Master mempunyai keunggulan yang interaktif sehingga dapat melibatkan siswa dalam pembelajaran. peneliti berinovasi untuk melakukan pelatihan pembuatan CD PITBUS (Pembelajaran Interaktif Buatan Sendiri) perlu digalakkan agar guru dapat membuat media pembelajaran berbasis multimedia sendiri. Program pelatihan pembuatan CD PITBUS ini akan dilaksanakan di SMP N 1 Turi.  Education requires a continuous process so that teachers need to improve their professionalism. Professional teachers not only possess the right field of knowledge, teaching materials, and methods, but can develop the four components of the competency of the teacher: pedagogic, personality, professional, and social. Teachers who have no professional attitude can cause students to be difficult to develop well. Learning media making is one of the solutions to the media that can be difficult to obtain Guru can create their own learning media so that it does not require expensive costs. Learning becomes relevant to the media that the teacher has conceptualized. There is an easy way for teachers to create their own learning media that is with master slides. The master slide Menu is included in the Microsoft Power Point program, which is often used by teachers. Master slides have an interactive advantage that can involve students in learning. Researchers are innovating to conduct a CD making training in PITBUS (interactive learning) needs to be encouraged so that teachers can make their own multimediabased learning media. The PITBUS CD making Program will be held at SMP N 1 Turi.


Author(s):  
Fitri Puspita Sari ◽  
Gusti Nur Hafifah ◽  
Linda Mayasari

Process of learning needs development time by time. Following situation of teaching, it is important for educator to find materials which is understandable and enjoyable. One of materials that effective to be used is authentic material. The authentic materials are not designed for language learning, it is able to use as a tool to teach students and give them real experience in the classroom. Moreover, this paper aims to review research about authentic materials that is used in teaching and learning reading, especially (descriptive text). In order to get the goal, this paper reviews some researches from experts relating to the use of authentic materials in learning to read descriptive text. The author used around 40 articles which discussed about teaching English skills especially reading, authentic material and descriptive text. The author collected the data by surfing the international and national journal to be reviewed. The result shows that most of the studies recommend the educators use authentic materials to be applied in the classroom.


Author(s):  
Syahrial Ayub ◽  
Kosim Kosim ◽  
I Wayan Gunada

ABSTRAKPenelitian ini bertujuan untuk mengungkapkan tanggapan dan pendapat guru tentang pelaksanaan model pembelajaran mitigasi bencana dan upaya meningkatkannya di sekolah dasar. Penelitian dilaksanakan terhadap 12 guru SD negeri 1 Sembalun Lombok Timur, NTB. Penelitian deskriptif ini dimulai dengan menampilkan sebuah model pembelajaran mitigasi bencana tanah longsor oleh tim peneliti yang dilanjutkan dengan diskusi struktur pembelajaran mitigasi bencana yang diaplikasikan dari modeling sebelumnya. Hasil penelitian mendapatkan 5 pokok pikiran tentang pelaksanaan model pembelajaran mitigasi bencana tanah longsor, yaitu 1) mengkondisikan peserta didik menghadapi bencana alam dalam proses pembelajaran, 2) guru harus memiliki langkah yang tepat dalam memberikan pemahaman tentang bencana alam dan melakukan demontrasi langsung sehingga peserta didik memahami dengan seksama, 3) guru harus memiliki pengetahuan kebencanaan gempabumi, tsunami, tanah longsor, banjir, angin topan dan gunungapi, 4) guru memberikan contoh pembelajaran mitigasi bencana kepada peserta didik menggunakan alat bantu seperti video, alat mitigasi bencana dan lainnya, 5) pemahaman resiko/bahaya, kerentanan (kelemahan), ancaman dan kemampuan/kekuatan bencana tanah longsor. Kata kunci: teknik moderasi; implementasi model pembelajaran mitigasi bencana; sekolah dasar. ABSTRACTThis study aims to reveal the responses and opinions of teachers about the implementation of the disaster mitigation learning model and efforts to improve it in primary schools. The study was conducted on 12 teachers of SD Negeri 1 Sembalun, East Lombok, NTB. This descriptive study begins by presenting a learning model for landslide disaster mitigation by the research team, followed by a discussion of the disaster mitigation learning structure applied from the previous modeling. The results of the study obtained 5 main ideas about the implementation of the landslide disaster mitigation learning model, namely 1) conditioning students to face natural disasters in the learning process, 2) teachers must have the right steps in providing an understanding of natural disasters and conducting direct demonstrations so that students understand carefully, 3) teachers must have knowledge of earthquakes, tsunamis, landslides, floods, hurricanes and volcanoes, 4) teachers provide examples of disaster mitigation learning to students using tools such as videos, disaster mitigation tools and others, 5) understanding risk/hazard, vulnerability (weakness), threat and capability/strength of landslide disaster. Keywords: moderation techniques; implementation of disaster mitigation learning model; primary school.


2020 ◽  
Vol 1 (1) ◽  
pp. 13-23
Author(s):  
Majid Rouhani

A fully online and flexible learning-trajectory course for in-service teachers aims to include students with varied programming knowledge, interests, and application needs. The goal is to align the diversity in the target group and flexible learning-trajectories so that every student chooses the right path based on his/her background knowledge and interest. This paper presents a study of helping students reflect on their learning needs and choose the right learning-trajectories in such a course. Students with little or no programming knowledge might find the course content overwhelming, and therefore it might be challenging to find the right learning-objectives/trajectories. We use questionnaires to investigate the prerequisites, competencies, expectations, interests, and needs of each student's local practices. Based on the results, the instructors will support participants through communications channels and webinars to select a learning path that is best fitting each student. Besides, course instructors will identify the "mainstream" in the class and follow them tightly using online webinars. One of the main concerns of providing a flexible learning trajectory course is that many students may struggle to find their learning path and find the course content overwhelming. This paper reflects on how webinars may affect the selection of learning paths for each student.


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