Differences In The Activity Of Female And Male Students In Guwa Kidul Village Cirebon

The inequality of academic achievement between female students and men in the village of guwa kidul creates anxiety for kuwu. Into a big question mark to be broken. Thus the reason for research on inequality. The method used in this study is a descriptive qualitative in which the research data is described or described. The study is conducted in SMPS al munawaroh village of guwa kidul district kaliwein cirebon district. Studies show that female students who dominate the quantity in schools are able to outperform male academic achievement. However, in non-academic aspects male students are superior. The causes of this are due to female students' greater study, reading, and memorization. Male students, on the other hand, are more adept at lessons that train creativity and skills such as sports and art. Which means they both have their own preeminence toward excellence. The school endeavored to ensure that both objects of research could hone their potential through reading and religious literacy.

Twitter Women’s Tips on Academic Writing: A Female Response to Gioia’s Rules of the Game

This article, intended in a spirit of good humor, offers a critique of a paper by Gioia on how to get published. Based on a social media discussion to which 46 women academics from around the world contributed, we ask whether the recommendations in Gioia’s original paper are based on gendered assumptions and stereotypes (the “lone wolf” male academic competing with colleagues for a slot in a prestigious journal). Drawing on feminist scholars such as Mary Wollstonecraft (“Virtue can only flourish among equals”), we offer some additional recommendations which emphasize the importance of reflection, collaboration, acceptance of ambiguity, attention to audience and context, and nurturing self and others.

Tradition, Authority and Innovation in Contemporary Sunnī tafsīr: Towards a Typology of Qur'an Commentaries from the Arab World, Indonesia and Turkey

This paper discusses a sample of eleven extensive works of tafsīr – in the narrow sense of the word, i.e. tafsīr musalsal – written by Sunnī authors from Egypt, Syria, Indonesia and Turkey between 1967 and 2004. For the purpose of analysis, it proposes a basic typology based on the author(s) and style of the respective commentaries, differentiating between ‘scholars’ commentaries', ‘institutional commentaries’ and ‘popularising commentaries’. It goes on to examine the way in which they make use of exegetical authorities and traditions in their discussion of two particular exegetical problems found in Q 9:111–12. The results allow for the introduction of additional analytic categories based on the authors' aims and underlying attitudes. Building on these, the paper points to regional tendencies within contemporary Qur'anic exegesis and argues that regional differences can, to a large extent, be explained by differences in the structure and curricula of academic theology within the Islamic World. In general, it concludes that the genre of tafsīr tends to be a domain of male academic theologians and a relatively conservative field; boldly innovative approaches to the interpretation of the Qur'an are more frequently found in other exegetical genres.