Persistence of The Tarekat Naqsabandiyah in Local Politics of Indonesia Post New Order

In the Indonesian context, tarekat is seen as a social movement with a broad impact. Its existence and activity need to be paid attention to by the State, society, and other political infrastructure. Many experts have carried out the discourse on tarekat with various points of view. This study focuses on the socio-political sphere of tarekat and its movements in local Indonesian politics after the Soeharto Era using a qualitative approach with interpretive data analysis involving the informants who understand the tarekat activity in Rokan Hulu in depth. The emergence of spiritual organs with various ideological variants, visions, and missions indicates the strengthening of civil supremacy in Indonesia. As part of a religious civil society organization, the Naqsyabandiyah order can grow and exert a strong influence on the dynamics of Indonesian local democracy, especially in Rokan Hulu - Riau. The existence of this movement strengthens Bruinessen's argument about the tarekat as a "storehouse of sounds," whose symbolization of motion is described by the gesture and commands of the teacher. After the New Order, there was a shift in the political orientation of this group; the nature of taqlid to master teachers was only for religious matters, while on political issues, there was a shift in direction that was more directed at the individual interests of the congregation. Even so, the Naqsyabandiyah Rokan Hulu tarekat could still maintain its existence and political power.

The Relationship of the Strategies and Practices of the School Heads and Master Teachers and Teachers’ Competencies and Skills in the New Normal

Monitoring and supervision are essential practices of the school leaders to determine the various aspects of the school’s performance as well as teacher's competencies. This study aimed to determine the relationship between the monitoring and supervision strategies and practices of School heads and Master teachers and teachers’ competencies and skills in the new normal. The study employed a descriptive-correlational explanatory research design to determine the correlation between the variables. A stratified sampling method was utilized to select the respondents. A total of 385 teachers and 267 school heads and master teachers were the respondents of the study. A survey questionnaire was the primary data gathering instrument. Results of the study show that there is a relationship between the school heads and master teacher's practices and strategies. It also reveals that observance of school heads and master teacher's practices of monitoring and supervision of teachers has a relationship to teachers' competencies and skills. In addition, only staff development influences teachers' competencies and skills. The researcher recommended that the school heads and master teachers may continuously attend professional development activities to further improve some of their strategies and practices in monitoring and supervising teachers and to acquire strategies that are applicable and appropriate to the new normal; the school may offer and conduct activities that may improve and sustain the competencies and skills of teachers especially on the strategies and technology-aided materials and applications that can be used in teaching in distance learning.

KIPRAH TUAN GURU DALAM POLITIK LOKAL

The character of the master teacher in the Lombok Society Lombok encourages the masters to be more involved in practical politics so that it has an impact on da'wah activities. This study elaborates on the involvement of the master teacher in practical politics and its impact on the preaching of master teachers in Praya District, Central Lombok. This research produces a fact that involvement of master teachers - master teachers in Praya District Central Lombok in politics based on capacity and its role in society, but then the role shifted towards "political oriented"

How do Master Teachers plan to renew early childhood education in Hungary? – The five-year plans of the Master Programmes and their implementations

In Hungary, the teacher qualification and promotion system was extended with the missing Master teacher grade in 2016. The analysis of the five-year plans of the Master teacher candidates provides an opportunity to get an overview of the vision of experienced and highly qualified teachers about the current situation and the potentials of the educational sector. The research explores the Master programmes of 95 Master teacher candidates from the early years sector to understand what issues they identify in their everyday work, which motivates them for professional learning and for setting innovative goals. The qualitative research uses document analysis to explore the programmes that is followed by semi-structured interviews. The Master kindergarten teachers consider teacher fluctuation and the changes in the legislation the main issues that induce extra tasks to deal with. They also plan to enrich their practice with innovative methods. Collaborative methods for professional learning and planning are frequently mentioned in the programmes, but the terrain of knowledge sharing is mainly their community of practice. Even though opposition is visible in the teachers' attitude against the qualification network, the majority of the Master teachers claim to consider their master programme as an enhancement of their professional work.

The Role of Master Teacher Babussalam (Syekh Hasyim Al-Syarwani) and the Khalifah in Overcoming Public Problems

This study aims to find out The Role of Master Teacher Babussalam (Syekh Hasyim Al-Syarwani) and the Khalifah in Overcoming Public Problems. The type of research used in this research is field study research (qualitative descriptive). Researchers will qualitatively review and describe the results of the reality interviews found in the field, namely by interviewing Tuan Guru / Syekh Babussalam, the caliphs, congregations, and the community around the Sufi institution Tareqat Naqsyabandiyah Babussalam, related to various problems of the ummah and their alleviation. The roles of Tuan Guru Babussalam (Syekh Hasyim Syarwani) and the caliphs are as Islamic counselors, Al- Quran teachers (educators), healers, priests or leaders, caregivers and guides. As an Islamic Counselor, the main task of the master teacher and the caliph is to develop the teachings of the Naqsyabandiyah Order. However, because many people expect assistance and advice on solutions to various life problems. So that master teachers and caliphs help with advice, approaches and wisdom so that people enter the following dimensions. (1) The spiritual dimension, by directing the people to ask forgiveness from Allah SWT, as well as practicing the practices of the Shari'a such as guarding congregational prayers, praying tahajjud to serve parents, giving alms while asking Allah SWT for help. It is different if the problems of life are experienced by the congregation of the Naqsyabandiyah Order, the teacher and the caliphs recommend that they talk and practice the dhikr that is taught. As a healer, it can be seen in the service to the people who come. With the aim of asking for help in healing various diseases, namely to ask for recovery from psychological, medical and non-medical illnesses. With given traditional medicinal ingredients, as well as help with water therapy that has been prayed for by the teacher or the caliph.

Four master teachers who fostered American turn-of-the-(20TH)-century mycology and plant pathology

The Morrill Act of 1862 afforded the US states the opportunity to found state colleges with agriculture as part of their mission—the so-called "land-grant colleges." The Hatch Act of 1887 gave the same opportunity for agricultural experiment stations as functions of the land-grant colleges, and the "third Morrill Act" (the Smith-Lever Act) of 1914 added an extension dimension to the experiment stations. Overall, the end of the 19th century and the first quarter of the 20th was a time for growing appreciation for, and growth of institutional education in the natural sciences, especially botany and its specialties, mycology, and phytopathology. This paper outlines a particular genealogy of mycologists and plant pathologists representative of this era. Professor Albert Nelson Prentiss, first of Michigan State then of Cornell, Professor William Russel Dudley of Cornell and Stanford, Professor Mason Blanchard Thomas of Wabash College, and Professor Herbert Hice Whetzel of Cornell Plant Pathology were major players in the scenario. The supporting cast, the students selected, trained, and guided by these men, was legion, a few of whom are briefly traced here.

Service-Learning Field Experiences to Build Intercultural Competence

There is a call today for preparing teachers to reflect on their role as agents for global change, as engaged citizens responsible for helping to create a more equitable society. This chapter explores the transformative potential for the integration of service-learning into field experiences through examination of a bi-national teacher education project located on the U.S.-México border. A primary purpose of this chapter was to examine the ways in which service-learning field experiences enrich and deepen intercultural competence of teacher candidates. Qualitative data, including interview transcripts, reflective essays, and reports were analyzed to determine the extent to which U.S. and Mexican master teachers, graduate students, and teacher candidates' perceptions of their work with transnational learners changed as a result of bicultural, bi-national service-learning field experiences. The findings demonstrate the potential of service-learning for developing intercultural competence in current and future teachers.

Sustaining a Teacher Professional Learning Community in China Through Technology

This study explores the evolution of a professional learning community (PLC) of Chinese teachers over a multi-year period. A group of 16 teachers participated in a three-semester PLC over the 2008-2009 school years to develop master mathematics teachers in a school district in Beijing, China. The goal of the PLC, as identified by the teachers, was to improve instruction for greater student autonomy, creativity, and problem solving as they developed their master capacity building skills and networked relationships. This paper explores what has happened to these 16 teachers six years later, specifically considering how they may have used technology to further their development as master teachers. This study shows the potential of a PLC for self-adaptive, emergent behaviors and understandings that are instructional for transforming teaching practices, sustaining changes in teaching practices and preparing students for 21st century engagements.