Konsep Berpikir dan Dzikir sebagai Proses Pendidikan Islam

This research aims to examine the concept of thinking and dhikr as the process of Islamic education by using the method of literature or library research, namely research conducted through data collection or scientific papers with research objects or data collection is literature. The results of the analysis showed that, the concept of Thinking and dhikr are two activities that should not be separated. By intermediaries thinking about the universe, then comes memory as the conclusion of thinking, namely that all this does not happen by itself, but there is a God almighty creator, that is Allah SWT. Because of the real thinking, remember the more real. Islamic education is expected to change the behavior of learners, increase the knowledge of learners by channeling or transferring the concept of science and able to improve good ethics. In short, Islamic education should be able to print the ideal Muslim person as caliph.

Initiating a professional development on action research during the COVID-19 pandemic

In the uncertain environment of the COVID-19 pandemic, it is important that professional development for Malaysian educators continues, even if it cannot happen in person. In response, we developed this study to deliver online Continuous Professional Development (CPD) on action research among Malaysian educators. The paper seeks to answer two main questions: i) How do we promote and conduct online CPD on action research during the movement control order (MCO)?, and ii) How do educators exhibit their professional development as a result of participating in the online CPD? The study utilised action research as a model of CPD to impart understandings about action research processes to the educators. In the initial stages, we used social media platforms and mobile applications to promote and create awareness of the online CPD. As a result, educators (n=215) from different levels of education registered and participated in the online CPD on action research. We then conducted a series of online CPD programmes on action research using video conferencing tools. Our effort to provide online CPD on action research has: i) helped educators to develop new knowledge directly related to their teaching practices, ii) promoted reflective teaching and thinking, and iii) expanded educators’ pedagogical repertoire. The study also indicated that the participating educators exhibited their professional development and deepened their knowledge related to the four areas: pedagogical knowledge, pedagogical content knowledge, content knowledge, and knowledge of learners and learning. It is therefore suggested that action research as a model of CPD should be nurtured among educators in Malaysia.

DETERMINING THE LEVEL OF PROFESSION IN THE ENGLISH LANGUAGE — A NECESSARY CONDITION FOR CARRYING OUT THE PROPEDEUTIC COURSE

The article says that the most important condition of making the course of leveling is the testing of knowledge of learners entering to high schools. The tests, presented for determining the level of learning foreign language, are made on the base of exact and contextual appropriate reproduction linguistic elements.

A Model for e-Learning Based on the Knowledge of Learners

The presented work examines the existing approaches to providing e-Learning content based on learners’ prior knowledge. An analysis of the existing tools for the development of e-Learning content is performed and their suitability for creating personalized learning content, reflecting the previous competencies of the learners, is carried out. In the paper we have used a step-by-step process of creating and providing personalized knowledge. For data analysis, an approach of describing small structural units of knowledge through competencies is used. As a result of our study we have proposed a conceptual model including interactive resources for analysis of the accumulated prior knowledge and tools for providing personalized content to the learners. Perspective directions for future work are also outlined.

Robotic Complexes (Facilities) of Nuclear Biological Chemical Defence Corps of the Armed Forces of the Russian Federation

The lecture is intended for training specialists in higher educational establishments according to the Federal state standard «Robotics for military and special purposes» and also for training operators of robotic complexes (facilities) for military purposes in training centers and military units. The lecture addresses two study questions: 1) the history of the development and employment of robotics technology in elimination of the consequences of the Chernobyl accident; 2) function, structure, and performance characteristics of robotic complexes (facilities) for military purposes of NBC Defence Corps. Conclusion: the material presented in the lecture will broaden the horizons and knowledge of learners on the development and use of robotics in the elimination of the consequences of accidents, as well as gain knowledge of the robotic complexes (facilities) currently being supplied to the NBC Defence Corps.

Development of pre-service teachers’ pedagogical content knowledge through a PCK-based school experience course

The purpose of this study was to improve the pedagogical content knowledge (PCK) of pre-service chemistry teachers using a school experience course enriched with PCK development tools such as CoRe as a lesson planning form, observations of mentor teachers’ teaching by using an observation form prepared based on PCK components, discussion sessions on these observations, and reflections on their teaching. Some valuable results of the study indicated that pre-service teachers' science teaching orientations did not change during the study. However, all participants' knowledge of learners and knowledge of instructional strategies improved by the end of the study. Knowledge of curriculum and knowledge of assessment are the components of PCK in which some pre-service teachers showed no improvement.

Construction of online practice tests to check the acquisition of idiomatic expressions with colours

Idioms are metaphorical expressions that cannot be translated literally. They are widely used in English because they make everyday speech more interesting and entertaining for native speakers. It is assumed that there are about twenty-five thousand idiomatic expressions in English and one of the most common thematic areas for idioms is colour. Idiomatic expressions are a fun way to enhance the vocabulary and cultural knowledge of learners of English. However, mastering these expressions cause difficulties for students not only because their meaning is not deductible from the meanings of the words comprising it, but also due to the different meaning of colours in the cultures around the world. For instance, purple is usually connected with aristocracy, affluence, and piousness across the globe but in Thailand and Brazil it is the colour of bereavement. In this article we have described an approach to check the acquisition of idiomatic expressions and facilitate their long-term retention by using online practice tests. These tests are designed by the teacher and taken by students on their personal computers or mobile phones at their own convenience. Furthermore, specifically developed criteria for test construction are listed together with typical test questions based on them. Examples of test items are presented to illustrate the process of test creation. Finally, an appendix of a selection of the most widely used idiomatic expressions with colours is compiled.

Towards an Integrative Educational Recommender for Lifelong Learners (Student Abstract)

One of the most ambitious use cases of computer-assisted learning is to build a recommendation system for lifelong learning. Most recommender algorithms exploit similarities between content and users, overseeing the necessity to leverage sensible learning trajectories for the learner. Lifelong learning thus presents unique challenges, requiring scalable and transparent models that can account for learner knowledge and content novelty simultaneously, while also retaining accurate learners representations for long periods of time. We attempt to build a novel educational recommender, that relies on an integrative approach combining multiple drivers of learners engagement. Our first step towards this goal is TrueLearn, which models content novelty and background knowledge of learners and achieves promising performance while retaining a human interpretable learner model.

ÉVALUATION FORMATIVE PAR LE BIAIS DE PRATIQUES « LERNEN DURCH LEHREN » DESTINÉES AUX ÉTUDIANTS DE NIVEAU AVANCÉ

This article illustrates ways of assessing students’ work in the Multimedia master’s seminar and compares the benefits of formative and summative evaluations in this context. During the Multimedia seminar, prospective foreign language teachers and translators create their own multimedia resources, which fill a gap in teaching materials on offer. This allows the students to become specialists in particular areas. This article illustrates ways of assessing students’ work in the Multimedia master’s seminar and compares the benefits of formative and summative evaluations in this context. Students appreciated the importance of formative assessment, recognizing its advantage over summative evaluation. Systematic semi-autonomous work subjected to continual verification proved to be key to the achievement of the desired skills. The results also demonstrated how knowledge of learners’ first and second languages is advantageous, as it allows teachers to more accurately identify and evaluate the difficulties learners face during the acquisition of a third language. These unusual forms of learning by teaching require considerable time and sufficient motivation but notably improve the quality of the learning process.