2016 · JOURNAL_SUBMISSION ·
<p style="margin: 1em 0px; color: #111111; font-family: 'Times New Roman', Times, Georgia, serif; font-size: 11.2px; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: 2; text-align: left; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; background-color: #ffffff;"><em>As an innovator in educational thought in Indonesia, Mahmud Yunus has pioneered several innovated works. Among his innovated thoughts in education, especially in terms of educational institution are: grading the education levels in accordance with the age of pupils, establishing PGA (senior high schools for Islamic teaching teacher training), and ADIA (Academy of Islamic Studies) in Jakarta. In terms of teaching methods, Mahmud Yunus pioneered the application of Directs Methods (thariqal al- mubasyarah), in teaching Arabic. On of his important ideas deal with the nation that "methods of instruction are more important than that of material"(al thariqatu ahammu min al maddah). In curriculum field, he has already applied integrated curriculum which integrates knowledge in general sense and Islamic one.</em><strong><em></em></strong></p><p style="margin: 1em 0px; color: #111111; font-family: 'Times New Roman', Times, Georgia, serif; font-size: 11.2px; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: 2; text-align: left; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; background-color: #ffffff;"><strong>Kata Kunci:<span class="Apple-converted-space"> </span></strong>pemikiran, pendidikan</p>
2016 · JOURNAL_SUBMISSION ·
<p style="margin: 1em 0px; color: #111111; font-family: 'Times New Roman', Times, Georgia, serif; font-size: 11.2px; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: 2; text-align: left; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; background-color: #ffffff;"><em>Durus Al-Lughah Al- Arabiyah (DLA) is one out of 72 works of Mahmud Yunus. This book consists of four series in which the approach of Nazariyyah Al-Wahdah was applied. This approach deals with taking themes or texts as the main or center for learning activities of Arabic: sounds, vocabulary, grammar, literature and media use. These five aspects were used by Mahmud Yunus in DLA. The concurrence of DLA and approach of Nazariyyah Al-Wahdah was achieved by making materials related one another.<strong></strong></em></p><strong style="color: #111111; font-family: 'Times New Roman', Times, Georgia, serif; font-size: 11.2px; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; letter-spacing: normal; orphans: 2; text-align: left; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; background-color: #ffffff;">Kata Kunci:</strong><span style="color: #111111; font-family: 'Times New Roman', Times, Georgia, serif; font-size: 11.2px; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: 2; text-align: left; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; background-color: #ffffff; display: inline !important; float: none;"><span class="Apple-converted-space"> </span></span><em style="color: #111111; font-family: 'Times New Roman', Times, Georgia, serif; font-size: 11.2px; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: 2; text-align: left; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; background-color: #ffffff;">nazariyyah</em><span style="color: #111111; font-family: 'Times New Roman', Times, Georgia, serif; font-size: 11.2px; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: 2; text-align: left; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; background-color: #ffffff; display: inline !important; float: none;">-</span><em style="color: #111111; font-family: 'Times New Roman', Times, Georgia, serif; font-size: 11.2px; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: 2; text-align: left; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; background-color: #ffffff;"><span class="Apple-converted-space"> </span>Al-wahdah</em>
2016 · JOURNAL_SUBMISSION ·
<p style="margin: 1em 0px; color: #111111; font-family: 'Times New Roman', Times, Georgia, serif; font-size: 11.2px; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: 2; text-align: left; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; background-color: #ffffff;"><em>The teaching of Islamic education school/madrasah still faces some problems up to present. Among the problems are: Learning orientation still emphasizes cognitive aspect, cooperation between teachers of Islamic education subject and other teachers has not been well developed, methods of learning tends to be monotonous, and the like. As a result, the goals of Islamic education subject which should focus more on affective aspects seems to be ignored. Consequently, many students know much about Islamic education subject but they know very little about the implementation in real life. In order that the affective goal of Islamic education subject can be realized, various strategies are urgently reeded. Among those strategies, beside teaching the subject in isolated way, integrating to all subjects, creating religions atmosphere within the schools/madrasah, and societies are highly recomm ended ones</em></p><strong style="color: #111111; font-family: 'Times New Roman', Times, Georgia, serif; font-size: 11.2px; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; letter-spacing: normal; orphans: 2; text-align: left; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; background-color: #ffffff;">Kata kunci:</strong><span style="color: #111111; font-family: 'Times New Roman', Times, Georgia, serif; font-size: 11.2px; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: 2; text-align: left; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; background-color: #ffffff; display: inline !important; float: none;"><span class="Apple-converted-space"> </span>strategi, afektif, nilai, ahklak</span>
2016 · Book · Koleksi Perpustakaan
2016 · Book · Koleksi Perpustakaan
2016 · Book · Koleksi Perpustakaan
2016 · Book · Koleksi Perpustakaan
2016 · Book · Koleksi Perpustakaan
2016 · Book · Koleksi Perpustakaan
2016 · Book · Koleksi Perpustakaan
2016 · Book · Koleksi Perpustakaan
2016 · Book · Koleksi Perpustakaan
2016 · Book · Koleksi Perpustakaan
"Promotes proficiency in skilled listening ; Provides useful insights into the processes and aspects of listening ; Enhances interpersonal communication." -- Cover.
2016 · Book · Koleksi Perpustakaan
Decisions of Indonesian Supreme Court regarding public administrative cases.
2016 · Book · Koleksi Perpustakaan
"The contributors to this volume now offer a comprehensive and innovative picture of this reception history, discussing the English translations of Cervantes's works, the literary genres which developed in his shadow, and the best-known authors who consciously emulated him. Cervantes emerges as perhaps the greatest outside influence on English literature since the Renaissance." --Book Jacket.
2016 · Book · Koleksi Perpustakaan
2016 · Book · Koleksi Perpustakaan
"Moving TESOL beyond the Comfort Zone: Exploring Criticality in TESOL" presents fourteen essays encompassing a wide range of topics of TESOL research and pedagogy from a multitude of perspectives: critical language pedagogy, critical academic literacy, language and technology, EIL/ELF, and multilingualism. The current volume attempts to address different perspectives that inform English language pedagogies situated in different socio-institutional domains. More crucially, it emphasizes how TESOL research and pedagogy interweave each other. The edited collection also showcases scholarly work and innovative pedagogy around the world and attempts to raise our awareness of what it means to work with multilingual students who are members of increasingly multilingual communities. Thus, the volume can definitely be a guide for teachers, teacher trainers/teacher educators, and researchers in the area of TESOL who are passionate about 'experimenting' with different theory and nuanced pedagogy
2016 · Book · Koleksi Perpustakaan
2016 · Book · Koleksi Perpustakaan
2016 · Book · Koleksi Perpustakaan
