scholarly journals Pedagogical Approaches in The Light of Rumi: From Reflections to Integrations

2016 ◽  
Vol 4 (1) ◽  
pp. 100-119
Author(s):  
Siti Noor Fauziah Abd Rahim
Keyword(s):  
Service Learning ◽  
Educational Psychology ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Outdoor Learning ◽  
Education Philosophy ◽  
Per Se ◽  
The Mind ◽  
Separate Discipline ◽  
Pedagogical Approaches

A soulful curriculum acknowledges and places an importance to life’s ultimate questions and man’s inner dimension. It pursues a balance and convergence between our inner and outer lives. In Islam, there is no separate discipline of ethics and religion. Islam is founded on the principles of belief and righteous action. In this sense, a meaningful education should not only focus on training the mind to retain and retrieve knowledge per se but to nurture a personality with good characters and behaviours. However, the reality that we are facing today in the education system is the reverse of that.  The exclusion of ethical and spiritual dimensions in pedagogical approaches is not only observed in present practices but also in existing references, concepts, and theories in the field of education, philosophy, and psychological literature. Modern theories are inadequate to act as a drive for the transformation of an individual’s personality. Therefore, this paper aimed to explore the pedagogical approaches reflected from a prominent Muslim philosopher and spiritual master, Mawlana Jalal al-Din Rumi (1207-1273 A.D) towards fostering a balanced and excellent personality through education. The main contributions of Al-Rumi that are of great importance for today’s educators are: God-consciousness as the foundation of learning; the need to instill love and compassion through service learning; making learning enjoyable; and emphasis on experiential outdoor learning. Practical pedagogical implications of these were discussed in the light of educational psychology perspectives for educators to integrate these approaches in their teaching and learning activities in the classroom. 

IMPLEMENTASI PENGEMBANGAN KECERDASAN SPIRITUAL ANAK MELALUI METODE PEMBIASAAN DI SD ISLAM PLUS MASYITHOH KROYA KABUPATEN CILACAP

2018 ◽  
Vol 7 (2) ◽  
pp. 157-176
Author(s):  
Fita Tri Wijayanti
Keyword(s):  
Extracurricular Activities ◽  
Teaching And Learning ◽  
Field Research ◽  
Routine Activities ◽  
Spiritual Intelligence ◽  
Learning Activities ◽  
Outdoor Learning ◽  
Special Events ◽  
Grade 5 ◽  
Analysis Technique

This study aims to describe and analyze it critical about the implementation of the development of children's spiritual intelligence through habituation methods at SD Islam Plus Masyithoh Kroya, Cilacap district. This type of research is field research or field research. This research is presented in descriptive form with the aim to describe a process that occurs in the field. While the approach taken is a qualitative approach. Data collection techniques used: observation, interviews, and documentation. While the data analysis technique uses the Miles and Huberman Model, which consists of: Data Reduction, Data Display and Verification (Conclusion Drawing). The results of this study found that the forms of development of children's spiritual intelligence through habituation methods at SD Islam Plus Masyithoh Kroya were divided into two activities, namely: first, programmed habituation activities, including extracurricular activities scheduled every Saturday namely extracurricular tilawah, tambourine and calligraphy . In addition, outdoor learning, activities that have been scheduled each year for grade 5 (five) students, are religious tourism. Second, habituation activities are not programmed in the development of children's spiritual intelligence through habituation methods. a) routine activities, carried out continuously and scheduled. The routine activities include: morning munajat activities (asmaul husna, daily prayers, tartil juz 30, and memorizing selected hadith) which are carried out before teaching and learning activities, dhuha prayer, dzuhur prayer in congregation, and social service activities, b) spontaneous namely activities that occur when experiencing special events. In this case the spontaneous activities carried out included: greeting, apologizing before asking for help, always dhikr, and thanking, c) exemplary is a habituation activity shown by the teacher in daily actions. Exemplary here is shown by the performance of the teacher both in the classroom providing subject matter as well as outside the classroom.

scholarly journals Intensive Mode Teaching of a Humanitarian Engineering Course to Enhance Service-Learning

2016 ◽  
Vol 11 (2) ◽  
pp. 38-54 ◽  
Author(s):  
Jeremy Smith ◽  
Paul Compston ◽  
Sally Male ◽  
Caroline Baillie ◽  
Jennifer Turner
Keyword(s):  
Service Learning ◽  
Engineering Education ◽  
Engineering Design ◽  
Social Factors ◽  
Teaching And Learning ◽  
International Experience ◽  
Learning Activities ◽  
Education Programs ◽  
Common Component ◽  
Humanitarian Engineering

Service-learning is a common component of many humanitarian engineering education programs.  Students engage with external organisations and communities, often spending time intensively, on projects linked to their studies.  To help prepare students for substantial service-learning initiatives a dedicated humanitarian engineering course was developed.  To better represent service-learning and enable a greater variety of teaching and learning activities, the course was delivered over five weeks using intensive mode teaching.  This enabled a portion of the class to be involved with a two-week scaffolded immersive international experience running in parallel to the campus delivery.  Threshold concept and capability theory was used to evaluate the course and identify what elements of the course supported or hindered development of student thresholds.  Results identified the main student threshold to be the ability to take account of social factors in engineering design and the activities enabled by the intensive mode teaching were among the strongest contributions to the achievement of this threshold, in particular elements of the international experience.  This highlights the opportunities for intensive mode teaching in supporting activities related to service-learning.

scholarly journals Navigating learning worlds: Using digital tools to learn in physical and virtual spaces

2019 ◽  
Vol 35 (4) ◽  
Author(s):  
David Parsons ◽  
Milla Inkila ◽  
Jonathan Lynch
Keyword(s):  
Teaching And Learning ◽  
Virtual Space ◽  
Learning Activities ◽  
Digital Tools ◽  
Outdoor Learning ◽  
World Knowledge ◽  
Virtual Spaces ◽  
Place Navigation ◽  
Physical Spaces ◽  
Physical Accessibility

This article explores the various ways that teachers and learners can navigate different learning worlds with the support of digital tools. Increasingly, teaching and learning takes place in spaces beyond the classroom, whether physical or virtual. Place, navigation and movement have all been recognised as important concepts in approaches to understanding how we learn in and across places. With our postgraduate cohort of in-service teachers from across New Zealand, we have been exploring forms of learning that engage in the exploration of other spaces, using a range of digital tools. Google Tour Builder has allowed creative global navigation in a virtual space, Google Expeditions has given teachers an opportunity to integrate virtual reality into their classrooms, and Actionbound has exposed them to the use and design of situated outdoor learning activities with geolocated augmented content. Our article is based around participant interactions on social media that express their responses and creativity using mobility in physical spaces and the navigation of virtual spaces. Based on these interactions, we reflect on the nature of pedagogy in technology-redefined activities that involve senses of both place and navigation, structuring our analysis along two continua of physical accessibility and the extent of world knowledge.

scholarly journals PEDAGOGI, KEKUATAN DAN TANTANGAN BAGI TRANFORMASI PENDIDIKAN PESANTREN

2021 ◽  
Vol 3 (2) ◽  
pp. 25-35
Author(s):  
Adri Lundeto
Keyword(s):  
Religious Education ◽  
Teaching And Learning ◽  
Qualitative Methodology ◽  
Descriptive Analysis ◽  
Real Life ◽  
Learning Activities ◽  
Islamic Education ◽  
Analysis Technique ◽  
Religious Teaching ◽  
Pedagogical Approaches

The splendor or collapse of a nation depends on the nation's education. Santri are expected to have a good personality through religious teaching. Religious education seeks to shape human excellence and lead to a worldly attitude to God and future happiness. This study uses a qualitative methodology as a descriptive analysis research. Philosophical and pedagogical approaches are applied to understand the topic of study more fully. Content analysis technique is data analysis used in this research. The transformation of education in Islamic boarding schools can be traced through integrating Islamic education and other fields of science, revolutionizing and reforming teaching and learning activities in Islamic education by bringing the noble values of Islam into real life, reformulating learning materials in Islamic education, and transforming and internalizing Islamic education.

scholarly journals Constructivism and the Classroom Curriculum

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Dr. Md. Mahmood Alam
Keyword(s):  
Theoretical Basis ◽  
Teaching And Learning ◽  
Discovery Learning ◽  
Learning Activities ◽  
Education For All ◽  
Teacher Guidance ◽  
Teacher Input ◽  
The Mind ◽  
Prior Experiences ◽  
Sound Theoretical Basis

Constructivism suggests that humans construct knowledge and meaning from their experiences. So an individual’s knowledge is a function of one’s prior experiences, mental structures, and beliefs that are used to interpret objects and events. The present study tries to seek for what constructivists believe regarding curriculum development; they claim that learners construct their own reality or at least interpret it based upon their perceptions of experiences, What someone knows is grounded in perception of the physical and social experiences which are comprehended by the mind (Jonasson, 1991). Feature of this approach is that it does not adopt doctrinaire allegiance to particular levels of teacher input ( as can be the case with teaching through discovery learning , or direct instruction) but rather the level of teacher guidance (a) is determined for particular learning activities by considering the learners and the materials to be learnt ; (b) shifts across sequences of teaching and learning episodes, and includes potential for highly structured guidance and, as well as more exploratory activities. When understood in these terms, constructivism provides a sound theoretical basis for informing teaching at all levels, and in all disciplines. If our efforts in reforming education for all students are to succeed, then we must focus on students. The study concluded that teachers need to reflect on their practice in order to apply these ideas to their work and that constructivist teachers encourage students to constantly assess how the activity is helping them gain understanding.

scholarly journals OUTDOOR LEARNING MODEL TO DEVELP CREATIVE THINKING ABILITY IN WRITING POETRY

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Cahyaning Oktaviani ◽  
St. Y. Slamet ◽  
Hartono Hartono
Keyword(s):  
Learning Process ◽  
Creative Thinking ◽  
Teaching And Learning ◽  
Learning Activities ◽  
School Level ◽  
Outdoor Learning ◽  
Creative Power ◽  
Thinking Ability ◽  
Creative Thinking Ability ◽  
Primary School Level

<em>Writing poetry is a subject taught at the primary school level. Outdoor learning activities require students directly invited to interact with objects that will be used as material for writing poetry, so that the process of writing poetry learning an object will become more clear and more real. Outdoor learning stimulates the creative power and imagination of the students in order to put their ideas, thoughts, and ideas into poetry. In addition, the teaching and learning process will feel more alive and more fun than by doing the teaching and learning process in the classroom</em>

Educational Anthropology and Engaged Approaches to Teaching and Learning

2021 ◽  
Author(s):  
Fredy Rodríguez-Mejía
Keyword(s):  
World War Ii ◽  
Service Learning ◽  
Teaching And Learning ◽  
Social Issues ◽  
Rockefeller Foundation ◽  
The United States ◽  
Early Years ◽  
Educational Anthropology ◽  
Anthropology And Education ◽  
Pedagogical Approaches

Since the field’s early years, anthropology has been concerned with processes of teaching and learning. While early anthropological works were comparative in nature—examining schooling systems around the world in relation to those in US society—scholars gradually began to focus more on educational issues in the US. Efforts to bring together the works of scholars of pedagogy and anthropologists slowly morphed into what we now call “educational anthropology” or “anthropology and education.” In tracing the history of the relationship of anthropology and education, scholars have examined how different historical moments have shaped anthropology’s development as a profession, discipline, and specialization. Different publications have focused on exploring anthropology’s transformation following World War II. Funding from organizations such as the Rockefeller Foundation and the Carnegie Corporation contributed to the growth of anthropology as a discipline and profession and helped bolster its role as an academic specialization. The growth of social mobilization in the 1960s, which highlighted issues of inequality, racial discrimination, and political crises, also contributed to a growth in students majoring in anthropology to study these issues. The rise in undergraduate and graduate students in anthropology further helped to increase the establishment of anthropology departments across the United States and the allocation of public funding to improve pedagogical approaches. In the same vein, educational anthropology contributed to the examination of teaching/learning processes but also looking at education in relationship to broader social issues (e.g., inequality, culture, gender, identity). Since the 1980s, the development of educational anthropology has occurred in parallel with other academic efforts to improve instructional approaches. The scholarship of teaching and learning for instance, has focused on exploring different pedagogical approaches in higher education with the purpose of improving teaching methodologies to enhance student learning. Some of these approaches include active learning, engaged learning, and service learning. In the realm of innovative educational approaches, community service learning has focused on establishing long-term partnerships between universities and communities. Such collaborative settings exhibit an overlap with undergraduate anthropological approaches to education, helping to introduce students to the intricacies of social issues as they are experienced in actual communities.

Understanding How Students Learn: Preparing Students to Become Professionals

2009 ◽  
Vol 12 (1) ◽  
pp. 16-23
Author(s):  
Lizbeth Curme Stevens
Keyword(s):  
Service Learning ◽  
Teaching And Learning ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Graduate Courses ◽  
Speech Language Pathologists ◽  
Community Partners ◽  
Scholarship Of Teaching ◽  
Academic Service Learning

Abstract The intent of this article is to share my research endeavors in order to raise awareness of issues relative to what and how we teach as a means to spark interest in applying the scholarship of teaching and learning to what we do as faculty in communication sciences and disorders (CSD). My own interest in teaching and learning emerged rather abruptly after I introduced academic service-learning (AS-L) into one of my graduate courses (Stevens, 2002). To better prepare students to enter our profession, I have provided them with unique learning opportunities working with various community partners including both speech-language pathologists (SLPs) and teachers who supported persons with severe communication disorders.

PENERAPAN iLEARNING SURVEY (iSur) DALAM MENINGKATKAN KUALITAS SISTEM INFORMASI SELAMA PROSES PEMBELAJARAN DI PERGURUAN TINGGI RAHARJA

CCIT Journal ◽  
2014 ◽  
Vol 7 (3) ◽  
pp. 335-354
Author(s):  
Untung Rahardja ◽  
Muhamad Yusup ◽  
Ana Nurmaliana
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Teaching And Learning ◽  
Online Survey ◽  
The Other ◽  
Learning Activities ◽  
Faculty Performance ◽  
Satisfaction Measurement ◽  
Valid Information

The accuracy and reliability is the quality of the information. The more accurate and reliable, the more information it’s good quality. Similarly, a survey, the better the survey, the more accurate the information provided. Implementation of student satisfaction measurement to the process of teaching and learning activities on the quality of the implementation of important lectures in order to get feedback on the assessed variables and for future repair. Likewise in Higher Education Prog has undertaken the process of measuring student satisfaction through a distributed questioner finally disemester each class lecture. However, the deployment process questioner is identified there are 7 (seven) problems. However, the problem can be resolved by the 3 (three) ways of solving problems one of which is a system of iLearning Survey (Isur), that is by providing an online survey to students that can be accessed anywhere and anytime. In the implementation shown a prototype of Isur itself. It can be concluded that the contribution Isur system can maximize the decision taken by the Higher Education Prog. By using this Isur system with questions and evaluation forms are submitted and given to the students and the other colleges. To assess the extent to which the campus has grown and how faculty performance in teaching students class, and can be used as a media Isur valid information for an assessment of activities throughout college.

Modifikasi Sistem Asistensi dan Responsi Kelas Kecil pada Praktikum Parasitologi Blok Digestif dan Hematoimunologi Fakultas Kedokteran Universitas Riau

2017 ◽  
Vol 8 (1) ◽  
pp. 46
Author(s):  
Suri Dwi Lesmana ◽  
Esy Maryanti
Keyword(s):  
Large Class ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Small Class ◽  
Laboratory Practice ◽  
Large Classes ◽  
Average Value ◽  
Competency Based

Faculty of Medicine University of Riau has been implementing Competency Based Curriculum (KBK) with theProblem Based Learning (PBL) since 2007 with the implementation of teaching and learning activities of the systemconsists of a tutorial activities, skillab, expert lectures, independent and practical. However, there are still manyproblems in the implementation of the KBK on preclinic degree. One part of the block that is identified to be one ofthe causes of low graduation exam block is less efective coaching laboratory practice. Parasitology is one part of thetask is to provide laboratory practice in several blocks on the stage of preclinic especially digestive and hematoimunologyblock. This study aimed to compare the results of the evaluation of parasitology laboratory practice in hematoimunologyand digestive assistance and posttest in large classes with small class. Assistance and posttest in large class performedon the digestive block implementation and hematoimunologi in 2011 while assisting and posttest of small classes ona block implementation in 2012. Average value of small class digestive laboratory practice was not significantlylower than the large class but the proportion of the value of quality B and C more many in small classes. The meanvalue of the block hematoimunologi laboratory practice significantly higher on small class assistance and posttest aswell as the proportion of the value of quality A, B and C was higher in small classes than large classes.

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