Arabic language learning reconstruction as a response to strengthen Al-Islam studies at higher education

<p>Knowledge of the Islam at every student is supported by many factors, one of which is the Arabic language compentence. This research aimed to evaluate and find Arabic language learning construction in strengthening <em>al-Islam</em> at higher education. The desire to find the construction is because there is no visible connection between Arabic language learning and <em>al-Islam</em> learning so that clarity of learning objectives, learning materials, learning implementation, and evaluation systems of Arabic language learning at higher education is needed. In line with this purpose, this study used a qualitative method with a phenomenological approach. The sources of data were facts, Arabic language lecturers, <em>al-Islam</em> lecturers, and students purposively. Data were analyzed by using critical realism. The results of the study proved that the reconstruction of learning objectives, materials, implementation, and evaluation systems is needed to realize Arabic language learning that can strengthen <em>al-Islam</em> at higer education.</p>

EUROPEAN EXPERIENCE OF USING A LANGUAGE PASSPORT AS AN INNOVATIVE TOOL FOR FIXING THE LANGUAGE ACHIEVEMENTS OF SCHOOLCHILDREN AND HIGHER EDUCATION STUDENTS

The scientific article explores the concept of a language passport as one of the components of the language Portfolio in the European educational environment. The language Portfolio also contains information that testifies to the self-esteem of its owner, his/her independence, self-realization throughout life, thus implementing the fundamental principles of European language policy. The language Portfolio is a useful and valuable tool for presenting the level of skills of schoolchildren and higer education students in mastering foreign languages, as it monitors knowledge over time, which motivates schoolchildren and higer education students to improve the results of foreign language activities and stimulates their personal development. As an innovative tool, a language passport can represent the foreign language activities of schoolchildren and higer education students over a period of time and reflect not only the level of language skills but also their intercultural competences. It is established that the language passport needs constant updating to show the progress of its owner in learning languages and to certify the acquisition of new intercultural experience. It is based on the Common European Framework of Reference for Languages and is recognized by all actors in the European educational environment. Descriptors for assessing language skills are recognized in all European countries and apply to various types of foreign language activities: monologue and dialogic speech, reading, writing and listening according to levels A1, A2, B1, B2, C1 and C2. The study revealed that the language passport also contains diplomas and certificates certifying language knowledge and experience of language and intercultural learning. Europass Language Passport is a free set of online tools and information to help you manage all stages of your learning and career. It allows users to display, document their language skills as well as share skills and experience. It helps in finding a job or place of study, provides job seekers with opportunities that correspond to the level of their skills and experience.

PROBLEMATIKA DAN STRATEGI PENINGKATAN MUTU PENDIDIKAN TINGGI DI INDONESIA

Problematikan dan peningkatan kualitas mutu bagi perguruan tinggi merupakan dua hal penting yang perlu diperhatikan. Kenyatan menunjukan bahwa selama ini perguruan tinggi tidak terlepas dari persoalan (problematika) yang berkenaan dengan tiga hal, yaitu: (1) masih rendahnya pemerataan dalam memperoleh pendidikan, (2) masih rendahnya kualitas dan relevansi pendidikan, dan (3) masih lemahnya manajemen pendidikan. Kondisi tersebut perlu segera diselesaikan melalui reformasi pendidikan yang mengarah kepada peningkatan kualitas mutu dengan pendekatan konsep manajemen mutu terpadu atau Total Quality Manajement (TQM). Walupun konsep tersebut pada mulanya dikembangkan dalam dunia bisnis dan industri, namun dapat diterapkan pula pada bidang pendidikan, khususnya di perguruan tinggi. Kendatipun demikian, berbeda dengan manajemen bisnis atau industri, penerapan Total Quality Manajement (TQM) dalam mencapai manajemen kualitas mutu di Perguruan Tinggi (management for quality in higer education institutions) lebih difokuskan pada pada dua hal, yaitu: Pertama, stimulasi dari koherensi proses belajar. Kedua, Analisis kebutuhan berbagai kelompok peserta didik. yakni mahasiswa sebagai peserta didik. Oleh karenanya orientasi terhadap peserta didik adalah kunci management for quality in higer education institutions.

PROBLEMATIKA DAN STRATEGI PENINGKATAN MUTU PENDIDIKAN TINGGI DI INDONESIA

Problematikan dan peningkatan kualitas mutu bagi perguruan tinggi merupakan dua hal penting yang perlu diperhatikan. Kenyatan menunjukan bahwa selama ini perguruan tinggi tidak terlepas dari persoalan (problematika) yang berkenaan dengan tiga hal, yaitu: (1) masih rendahnya pemerataan dalam memperoleh pendidikan, (2) masih rendahnya kualitas dan relevansi pendidikan, dan (3) masih lemahnya manajemen pendidikan. Kondisi tersebut perlu segera diselesaikan melalui reformasi pendidikan yang mengarah kepada peningkatan kualitas mutu dengan pendekatan konsep manajemen mutu terpadu atau Total Quality Manajement (TQM). Walupun konsep tersebut pada mulanya dikembangkan dalam dunia bisnis dan industri, namun dapat diterapkan pula pada bidang pendidikan, khususnya di perguruan tinggi. Kendatipun demikian, berbeda dengan manajemen bisnis atau industri, penerapan Total Quality Manajement (TQM) dalam mencapai manajemen kualitas mutu di Perguruan Tinggi (management for quality in higer education institutions) lebih difokuskan pada pada dua hal, yaitu: Pertama, stimulasi dari koherensi proses belajar. Kedua, Analisis kebutuhan berbagai kelompok peserta didik. yakni mahasiswa sebagai peserta didik. Oleh karenanya orientasi terhadap peserta didik adalah kunci management for quality in higer education institutions.

Interaksi Sosial Dosen dengan Mahasiswa Difabel di Perguruan Tinggi Inklusif

This article is focused on the forms of social interaction between professors and students with disabilities in an inclusive setting at State Islamic University of Sunan Kalijaga. It is to provide a picture of that not all professors in an Inclucive Higer Education, such as the State Islamic University of Sunan Kalijaga, well understand the disability issues. This research uses qualitative method where data collection is done by observation, interview and documentation. The interview was conducted with four lecrures, three students with disabilities, and three non-disabled students. The result of the research shows that the forms of social interaction of professors at the State Islamic University Sunan Kalijaga is not associative nor dissociative. It is influenced more by the knowledge of lecturers about the disabled and the attitude of students with disabilities.[Penelitian ini berfokus pada bentuk interaksi sosial dosen terhadap mahasiswa difabel di Perguruan Tinggi Inklusif UIN Sunan Kalijaga Yogyakarta. Penelitian ini diperlukan karena interaksi sosial di Perguruan Tinggi yang menerapkan pendidikan inklusif menjadi kewajiban dosen terhadap mahasiswa difabel. Kenyataannya tidak semua dosen yang mengajar di Perguruan Tinggi Inklusif UIN Sunan Kalijaga paham mengenai difabel. Penelitian ini menggunakan metode kualitatif, dimana pengumpulan data dilakukan dengan observasi, wawancara dan dokumentasi. Wawancara dilakukan dengan melibatkan empat orang dosen, tiga orang mahasiswa difabel dan tiga orang mahasiswa non-difabel. Hasil penelitian menunjukan bentuk interaksi sosial dosen di Perguruan Tinggi Inklusif UIN Sunan Kalijaga tidak selalu bersifat asosiatif dan disosiatif, ada pula yang bersifat asosiatif-disosiatif dan disosiatif-asosiatif. Hal tersebut dipengaruhi oleh pengetahuan dosen mengenai difabel dan sikap mahasiswa difabel.]

TOPICAL ISSUES OF PROFESSIONAL DEVELOPMENT FOR MASTERS OF MUSICAL ART IN NOWADAYS' HIGER EDUCATION SYSTEM

The article is devoted to topical issues of training masters on specialty of musical art in the higher education establishments nowadays. The analyzed data includes theoretical experience of studying problems related to professional training and accomplishment of musical educators; particular attention is being paid to the works of certain scientists who investigated issues of training teaching personnel of art studies, especially masters of musical art. Here are described the important problems and challenges of training personnel of the mentioned specialty that are in demand of being immediately solved in the context of the newest transformations in the Ukrainian higher education system.One of the main objectives of teacher-scholars should be the creation of a unified education strategy that would provide masters of musical art with opportunities for effective personal and professional development in all fields of their activity – educational, performance related, scientific, and public. The formation of clear understanding of the Master’s status, which is determined by the newest requirements to the European-level specialists, is also the issue of great importance. Such specialists are demanded to acquire general and specific knowledge and be capable of working solely as theorists and practitioners in the chosen sphere of activity.The intellectualization of the training process and implementation of subjective- artistic method of specialists` training are presented as very promising directions of professional and personal development, meaning that the students should be prepared for using their own educational methods and unique techniques, proving their "educational authorship", in the educational system.Also, the article focuses on the analysis of qualification requirements and the content of training graduates of Master speciality "Musical art" in higher education establishments. The analysis is based on the educational programs and curriculum that are used in Chernivtsi National University named after Yuriy Fedkovich, Kharkiv State Academy of Culture, Eastern National University named after Lesya Ukrayinka, Kirovograd State Pedagogical University named after V.Vynnychenko and other leading universities of Ukraine.

Percalços e desafios da produção acadêmica sobre o Programa de Incentivo à Leitura no Brasil (Proler), 1992–2012: análises preliminares

<p>Este artigo apresenta trabalho desenvolvido na linha de Processos Educativos e seus Fundamentos, vinculado ao OBEDUC/UNIUBE com financiamento CAPES/ FAPEMIG e que teve como objeto de pesquisa as produções acadêmicas sobre o Proler. O objetivo geral foi examinar parte da produção acadêmica sobre o Proler compreendida entre os anos de 1992-2012. Os objetivos específicos traduzem-se em identificar a trajetória política e histórica do Proler e verificar se a produção acadêmica reconhece a eficiência do programa de leitura. A pesquisa é bibliográfica e documental. Foram selecionados 63 trabalhos entre artigos, monografias, dissertações e teses, todos localizados no portal da CAPES e em portais de Instituições de Ensino Superior. Tomou-se por critério aquelas que tivessem o Proler como objeto de pesquisa. Dentre elas, escolheram-se três que mais se aproximavam dos objetivos do trabalho, isto é, as que abordassem e tivessem como foco a Política e a História do Programa. Foram desenvolvidas duas categorias para análise: 1 – “as concepções políticas do Proler na visão dos pesquisadores” e 2 – “delimitação do perfil histórico e ideológico do Programa”. Como considerações parciais, conclui-se que a conjuntura brasileira favoreceu a instituição do Programa, apresentando-o satisfatório por atender às necessidades políticas do neoliberalismo, aos organismos mundiais de controle de capital e, que a produção analisada foi insuficiente para comprovar ou não a eficiência do Proler.</p><br /><p><strong>ABSTRACT</strong></p><p>This research project was developed in the line of Education Processes and their Foudations, linked to OBEDUC/UNIUBE with CAPES/FAPEMIG fuding, and had as a research subject the academic productions on PROLER. The overall objective was to examine part of the academic literature on the PROLER between the years 1992-2012. The specific objectives are reflected in identifying the political and historical trajectory of PROLER, and verifying if the academic literature recognizes the reading program efficieny. It is a bibliographic and documentary research. We have selected 63 works incluinding articles, monographs, dissertations and theses, all located on the portal of CAPES and portals of higer education institutions. Our criterion was thoses which had the PROLER as an explicit object of research. Among them we chose three which came closest to our goal, that is, the ones which addressed and focused the policy and the history of the program. We have developed two categories for analysis: 1 – The political conceptions of PROLER in the view of researchers and 2 – The delimitation of the historical and ideological profile of the program. As partial consideration, we conclude that Brazilian situation has favored the institution of the program, and that is satisfactory to meet the needs of neoliberalism policies, to the global bodies of capital control and, that the analyzed production was sufficient to prove or disprove the PROLER efficiency.</p><p><strong>Keywords</strong>: Proler. Public Policies. Reading. Ideology.</p>