On intercultural communication in Indonesia and cultural aspects of communication among local community in Sukolilo, Pati, Jawa Tengah and Rote Ndao, Nusa Tenggara Timur, Indonesia.
On intercultural communication in Indonesia and cultural aspects of communication among local community in Sukolilo, Pati, Jawa Tengah and Rote Ndao, Nusa Tenggara Timur, Indonesia.
Islam memiliki perhatian yang sangat besar terhadap dunia pendidikan. Melalui pendidikan yang benar dan berkualitas akan tercipta sebuah pribadi-pribadi yang luhur dan beradab. Sehingga tercipta kehidupan sosial yang bermoral dan bermartabat. Tanpa pendidikan yang benar tidak akan tercipta sebuah sistem masyarakat yang baik dan bermoral. Salah satu tujuan pendidikan Islam secara garis besar adalah membentuk dan membina manusia agar menjadi hamba Allah yang sholeh dengan seluruh aspek kehidupannya, perbuatan, pikiran dan perasaannya. Pendidikan diajarkan kepada manusia dengan tujuan untuk menciptakan manusia yang bertakwa kepada Allah SWT dan berakhlak mulia, serta bertujuan untuk menghasilkan manusia yang jujur dan berbudi luhur. Dengan pendidikan, manusia diharapkan bisa membangun peradaban dan terciptanya keharmonisan hidup.
Sebuah Tinjauan Kritis Konsep Kesetaraan Gender dalam Pendidikan Anak
Azhari, S.H.I, M.Pd.I. dan diskriminatif. Sederhananya, segala sesuatunya dilihat
dari kacamata persamaan dan kesetaraan gender. B. Konsep Pendidikan Anak ...
Leadership makes a difference. Leaders directly impact the success or failure of any group or church. Excellent leaders direct churches to successfully accomplish their goals, fulfill their missions, and create a vibrant fellowship of believers who significantly influence their communities for Christ. Poor leaders can undermine the mission of a church, devastate the reputation of a fellowship, and sometimes dissolve the ministries of a congregation. The effects of average leaders are variable. They often allow churches to limp along, to become routine, even stale, or to just survive from week to week. Many factors challenge churches already, and ineffective leadership can make those challenges even more difficult to conquer. A primary reason why leaders struggle so often is a lack of understanding and training in the basic principles of genuine leadership. Further confounding this lack of understanding is the promotion of contemporary philosophies about leadership that can distort those basic concepts of leadership. This ignorance is not the fault of pastors who have a sincere desire to lead effectively, but the training in leadership at many seminaries is often limited. Leadership at the Crossroads addresses some of those concerns. What is leadership? What leadership style works best? How can ministers more effectively motivate their congregations? How can pastors direct the planning process, promote decision making, properly delegate responsibilities, and initiate change? What methods are effective in conflict resolution? These questions, as well as others, are addressed in Leadership at the Crossroads.
This ignorance is not the fault of pastors who have a sincere desire to lead effectively, but the training in leadership at many seminaries is often limited. Leadership at the Crossroads addresses some of those concerns. What is leadership?
Educational Leadership: Building Bridges Among Ideas, Schools, and Nations breaks new ground by connecting many ideas to educational leadership that have traditionally been discussed as part of leaders’ contexts by connecting them and showing how international issues can unite scholars and educators in action. The book draws on the authors’ extensive experiences in U.S. public schools, research in the field of educational leadership, and programmatic practices to prepare school leaders to commit themselves to social justice. The book provides a forum for this important work in the ongoing conversation about equity and excellence in education, and the role(s) leadership can assume in building bridges among ideas, people, and educational organizations. Chapters center on creating spaces for vigorous dialogue. Authors call upon scholars and practitioners to reconsider their intent to empower those who live on the margins. The dynamic approaches discussed throughout the book urge school leaders, teachers, school community members, and those who prepare administrators to look within and build bridges between themselves and those they serve.
The book draws on the authors’ extensive experiences in U.S. public schools, research in the field of educational leadership, and programmatic practices to prepare school leaders to commit themselves to social justice.
This book is for graduate-level courses in organizational leadership and leadership training for government agencies, corporations, and corporate executives that wish to enhance their leadership skills. It provides a deep and intelligent understanding of leadership theory, styles, and practice that impact an organization?s success.
This book is for graduate-level courses in organizational leadership and leadership training for government agencies, corporations, and corporate executives that wish to enhance their leadership skills.
هذا الكتاب عبارة عن مجموعة الأوراق البحثية اليت ألقيت في المؤتمر الذي يقوم عليه مركز اللغة العربية بولاية سلانجور لأجل مناقشة تدريس اللغة العربية للناطقين بغيرها. وقد حوت الأوراق وصفاً لطرق التدريس المستخدمة وما يعتورها من قصور، واقتراحات الحلول. ومن ضمن محاور هذا المؤتمر أوراق تبحث في كيفيات تدريس المهارات اللغوية الأربع، والتطور الذي حدث في هذا الأمر، وكذلك التجارب الثرة في مجال تدريس اللغة العربية من ذوي الخبرة الذين صرفوا سني عمرهم في مجال تدريس اللغة العربية للناطقين بغيرها
PROSIDING SEMINAR PENDIDIKAN BAHASA ARAB PERINGKAT NEGERI
SELANGOR KALI KE-2 TAHUN 2013 DR MUALIMIN MOCHAMMAD SAHID,
MOTASIM MOHAMED KHEIR. ( للاستعانة هأولي الشأن في تأليف وتصنيف كتب
الطالعة و ...
يحتوي على منهجٍ متكاملٍ لدورة تعليم اللغة العربية التفاعليَّة للمدرِّسين أعدَّه أساتذة اللغة العربية في مركز اللغة العربية بولاية سلانجور. ويحتوي المنهج على ستة أجزاء؛ وهي: منهج امتحان تحديد المستوى، وأربع مهارات لغوية أساسية (الاستماع، والكلام، والقراءة، والكتابة) بالإضافة إلى منهج خاصّ في استخدام تكنولوجيا المعلومات والاتصالات (ICT) في تعليم اللغة العربية. ويتضمَّن كلُّ مهارة على خطوات التدريس وموادّ دراسية مُصاحِبة (المرئية – الصوتية audio-video materials) وأنشطة لغوية متنوِّعة، بالإضافة إلى منهج خاصّ في استخدام تقنية المعلومات والاتصالات ICT لتعليم اللغة العربية. ترجو لجنةُ الإعداد أن يكون المنهج ذا فائدة قيِّمة واسعة، وأن يسدّ المنهجُ الثغرَ في عدم توفُّر منهج متكامل في إعداد المدرِّسين الأَكْفَاء في مجال تعليم اللغة العربية لغير الناطقين بها.
MODUL KURSUS BERSEPADU BAHASA ARAB INTERAKTIF UNTUK GURU
DR. JANUDIN SARDI, DR. MUALIMIN MOCHAMMAD SAHID, DEDEK FEBRIAN,
MOHAMED MUSTAFA IBRAHIM. » قراءة المدرّس ما على السبورة والتلاميذ يلاحظون.
