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۔حکیم محمد صادق سیالکوٹی ؒکی اردو سیرت ’’جمالِ مصطفیؐ‘‘کا تعارف وجائزہ

حکیم محمد صادق سیالکوٹی ؒکی اردو سیرت ’’جمالِ مصطفی‘‘کا تعارف وجائزہ

ڈاکٹر محمد انصر جاوید گھمن

 اردو سیرت  کی کتاب "جمالِ مصطفیﷺ"مولاناحکیم محمدصاد ق سیالکوٹی رحمہ اللہ کی ایک مشہور تصنیف ہے ۔ یہ کتاب نعمانی کتب خانہ حق سٹریٹ اردوبازار، لاہورسے چھپی ہے ۔اس کتاب کا  سرورق بہت زیادہ خوبصورتی سے مزین کیاگیاہے، جس کی ابتدااللہ تعالیٰ کے ارشادِ پاک "اور ہم نے آپﷺ کو سب جہانوں کے لیے رحمت بناکربھیجاہے۔"کے ساتھ درج ذیل شعر سے کی گئی ہے:

سیلاب رنگ و نور طلوع سحر میں ہے                تابندہ کہکشاں تیر گر سفر میں ہے

 حکیم صاحب اپنی کتاب کا تعارف  ان الفاظ میں کرواتے ہیں:

"اس کتاب میں آرامِ جاں، سکون ایمان، کاشفِ سرکن فکان، دلدارِ مسکان، غم خوارِ عاصیاں، ممدوحِ قُدْسَیاں، سرخیلِ نوریاں، رحمتِ عالمیاں، سید الکونین، سید الثقلین، حبیبِ خدا، اشرف الانبیاء، شافعِ روزِ جزاء، حضرت محمد مصطفیﷺکا حسن صحیح معنوں میں اپنی راعنائیوں کے ساتھ جلوہ بار ہے۔"

 مولانا حکیم محمد صادق سیالکوٹی رحمہ اللہ نے حسنِ صورت بھی بیان کیاہے اور حسنِ سیرت بھی بیان کیاہے۔ حکیم صاحب نے مندرجہ بالا القابات جو بیان کیے ہیں در حقیقت یہ رسول اللہﷺ کی سیرت کے مختلف پہلو ہیں جو حکیم صاحب نے بڑے حکیمانہ انداز میں بیان فرمائے ہیں۔ پھرحکیم صاحب نبیﷺ کی سیرت کو اشعارکی صورت میں بیان کرتےہیں اور آفتابِ نبوت میں آفتابِ کردار کو نمایاں کرتے ہیں۔جن میں سے چند حسب ذیل ہیں:

نگاہ برق نہیں چہرہ آفتاب نہیں

وہ آدمی ہے مگر دیکھنے کی تاب نہیں

کہکشاں ہے تیرے اہرار مقدس کا غبار

تیرے نقش پا ہیں فردوس بریں کے لالہ زار

 حکیم صاحب...

THE COMPARISON BETWEEN STUDENTS' PHYSICS LEARNING OUTCOMES IN FACE TO FACE (OFFLINE) AND ONLINE LEARNING MODEL

This study aims to compare the learning outcomes of physics taught using face-to-face learning models with online learning models at Islamic Senior High School 2 Palu City in the academic year of 2021/2022. In this study, the X1 variable consists of the face-to-face model, the X2 variable is the online learning model, and the Y variable consists of the results of learning Physics. This study used quantitative research with comparative analysis techniques. The subject of the research was students of X IPA 1 at Islamic Senior High School 2 Palu, which is totaling 25 students. Data collection was carried out using student learning outcomes tests, observation, and documentation. The method used for the analysis of hypothesis testing is the paired sample t-test. Descriptive, normality, and homogeneity tests were used for data analysis. The results showed that there were significant differences in the learning outcomes of Physics subjects between face-to-face learning and the online learning model for class X IPA1 Islamic Senior High School 2 Palu in the academic year of 2021/2022. The results of the descriptive analysis calculation show that there is a difference between the Physics Learning Outcomes Taught Using the Face-to-Face Learning Model and the Online Learning Model in class X IPA1 in the academic year 2021/2022. This shows that the face-to-face learning model is more effective than the online learning model in physics subjects.

Wechsler Intelligence Scale for Children- Fourth Edition Wisc-Iv : Adaptation, Translation, and Standardization in Pakistan

The present research was primarily aimed to adapt, translate, and standardize WISC-IV for Pakistan. The research was conducted in collaboration with NCS Pearson Private Limited, India as part of a larger project aiming at standardization of WISC-IV for South Asia. Research process was completed through three studies. Study-I was concerned with the adaptation and translation of WISC-IV and it was completed through two phases. Phase I involved pre-testing of the original WISC-IV South Asia subtests (n=12). Its findings not only identified few items needing adaptation but also suggested translation of instructions and/or item content of all subtests (including performance subtests). Phase II was concerned with the steps involved in proper adaptation and translation of the WISC-IV subtests. It involved a priori procedures (judgmental procedures) for adaptation and translation of the subtests. These procedures included multiple-forward translation, committee approaches, and expert reviews. This process resulted in development of Urdu adaptation of WISC-IV in which child directed instructions for all subtests and item content of all verbal subtests have been translated into Urdu along with various adaptive changes. Study II was aimed to evaluate the psychometric properties of the WISC-IV PAK through conduction of tryout I (n=33), tryout II (n=88), and tryout III (n=110). Initial tryout assessed functioning and comprehensibility of items through response frequency and reliability analysis only. But other two tryouts involved Classical Test Theory (CTT) and Item Response Theory (IRT) based psychometric techniques to improve, item reliability, item difficulty, item discrimination, and item fit. This detailed item analysis v involved item re-ordering of nine subtests and changes in item content and/or sampled responses of few other subtests and resulted in finalization of WISC-IV PAK. The study III involved the standardization of the WISC-IV PAK and was completed through four phases. All the analyses conducted in this study are based on a normative sample of 800 children (50% girls) selected through following a stratified random sampling design. The normative sample was stratified into 11 age groups, two gender groups, five geographical regions, and three parental education levels. It was selected from govt., semi-govt., and private schools and colleges situated in 10 districts of Pakistan. In the first phase of study III, subtests temporal stability and internal consistency evidence was established. In the phase II a multi-model multi-trait matrix method was utilized to establish convergent and discriminant validity of WISC-IV PAK. The cross validation of WISC-IV factorial structure in Pakistan was also done during this phase. Pakistani norms for WISC-IV PAK were developed for 11 age groups of one year ranging from 6 to 16 years and 11 months in the phase III of the standardization study. Two types of norms including standard score norms (scaled scores and composite scores) and test-age equivalent norms were derived. Comparison of WISC-IV PAK composite scores by using Pakistani and UK norms was also conducted in this phase. In the last phase of study III influence of variables like age, gender, geographical region, and parental education level on children’s intelligence level was explored. This concluded the efforts to provide a reliable and well-standardized tool to measure intelligence of Pakistani children.
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