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اب تو سب کچھ نیا نیا ہے
اَب تو سب کچھ نَیا نَیا ہے
تُو بھی کتنا بدل گیا ہے
غنچہ غنچہ زخم بنا ہے
یہ کیسا موسم آیا ہے
اَب تو دل میں درد بسا ہے
خُون تو کب کا سُوکھ چُکا ہے
میرے پاس ذرا بیٹھو تم
مجھ کو خُود سے ڈَر لگتا ہے
یُوں ہی اُداس اُداس نہ پھِرنا
جانے والے نے روکا ہے
مجھ کو اُداس جو دیکھا تو کب
جانے والا ٹھہر گیا ہے
یاد اُس کی اِس جُولائی میں
سَرد ہَوا کا اِک جھونکا ہے
اُس کی یاد سے ہی دل میرا
برف سی راتوں میں جلتا ہے
مجھ کو ہر جانب سے صادق
تَنہائی نے آ گھیرا ہے
Kesadaran Manfaat Perencanaan Strategis Bagi Lembaga Pendidikan
Artikel ini bertujuan untuk mengetahui manfaat perencanaan strategis bagi lembaga pendidikan Islam. Metode yang digunakan adalah literature review, dengan mengumpulkan berbagai referensi artikel pendukung dari jurnal-jurnal nasional. Hasil kajian ini menjelaskan, Apabila perencanaan strategis dapat dibuat dan dilaksanakan dengan benar serta didukung oleh komitmen pimpinan, maka perencanaan strategis dapat memberi manfaat-manfaat bagi lembaga pendidikan Islam, antara lain : (1) Perencanaan strategis dapat memperkuat “critical mass” menjadi team yang kompak, karena diarahkan untuk menganut nilai-nilai pokok, sistem utama dan tujuan bersama, (2) Perencanaan strategis dapat membantu untuk mengoptimisasikan performance lembaga pendidikan Islam, (3) Perencanaan strategis dapat membantu pimpinan untuk selalu memusatkan perhatian dan menganut kerangka bagi upaya perbaikan secara kontinyu, (4) Perencanaan strategis memberikan pedoman bagi pengambilan keputusan sehari-hari, dan (5) Perencanaan strategis selalu memberikan kemudahan untuk mengukur kemajuan organisasi dalam usaha mencapai tujuannya untuk memperbaiki kualitas dan produktivitas. Manfaat perencanaan strategis pendidikan menjadi hal yang perlu diperhatikan untuk menciptakan penyelenggaraan pendidikan Islam yang bermutuThe Use of Portfolio in Assessing Students’ English Writing Skills
This study focuses on the use of pPortfolio as a tool in assessing students' English writing skills in a non-native English language context. The current assessment system in schools does not assess students' on-going development of English writing skills and leads to rote memorization and test anxiety. Portfolios provides the environment to learn without having the fear attached to tests or examination situation, as students get feedback at multiple stages. With that, portfolio assessment meets the purpose of assessment for students' learning. This study applied qualitative research paradigm while adopting an action research model in order to implement portfolio assessment in the school. Purpose sampling was done, with Grade Eight class being the senior most class of the school; and thus, they were more expressive and had better writing skills. Data for the portfolio was collected via students' samples of story writing, self and peer-evaluated work, reflections and teacher's feedback. Other method of extracting data was by interviews, observations and reflective writing. The students' work in their portfolio was analyzed at the end through an assessment rubric. The findings revealed that introducing the students to portfolio assessment increased their knowledge towards producing better work via peer/group learning, and they were able to monitor their own progress via reflections. The students also learnt about different assessment strategies (self and peer assessment) and dealt with the challenges they faced during the process. The implication that resulted from this research was that portfolio development process increased the workload of the students and completion of the portfolios took a lot of time. For that purpose, careful planning of different strategies and materials were modeled. However, the advantages for portfolios are envisaged to be more than the challenges; and thus, portfolios are recommended as a useful learning tool for assessing on-going development of students' English writing skills.Journals by Discipline
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