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اساں مرنا ناہیں

اساں مرنا ناہیں

اج وی ساکوں یاد اے مرشد

پہرے دار دی گھات

یارہاں سال دی رات

پیریں اچ زنجیراں پا کے

نچدے گاندے لوگ

بلھے شاہ اساں مرنا ناہیں

وسدی راہسی جھوک

 

The Aims of the Prophetic Hijrah and its Teaching and Guidance

The aim of Hijrah is not to run away from problem that occurred in the process of giving da'wah, but rather to establish the resolve in solving the problem. Hijrah as a movement carried out by the Prophet Muhammad (PBUH) and his companions from Makkah to Madinah, aimed to keep, maintain and uphold the message of Allah, in the form of Islamic aqeedah and shari’a, in order to achieve the mercy and pleasure of Allah SWT. This move, as we can see in the seerah, later brought a great impact to the success of the Islamic da’wah which was increasingly evolving. Hence the fundamental problem that has led to the migration has been solved. In fact, the Hijrah brought a significant impact not just to the Islamic world but also to world civilisation. The story and background of the migration of Rasulullah (PBUH) from Makkah to Madinah is touched in this writing to show that there were a lot of lessons and guidance that can be inferred. It did not merely signify a final destination for Makkah Muslims, but was also the beginning of a continuous effort to establish a strong and resilient ummah. The event of Hijrah in fact had changed the world after that forever. It highlighted the perseverance of the Rasulullah (PBUH) and the early Muslims through the difficult times. Hijrah demonstrates that for people with faith, there is hope for ease after difficulties. There was also a great unity model among Muslims of different backgrounds. The Hijrah had also marked the beginning of the Islamic State under the leadership of Rasulullah (PBUH) which then became a reference for all state governance everywhere in the future

A Study of the Causes of Students Conceptual Problems in Learning Algebra

The main purpose of my study was to find out some of the conceptual problems and their causes in learning algebra. The study was conducted in three stages, Pre-Intervention, intervention and post-intervention stages, in one of the government schools. Two teachers and ten students from class VII-A and VII-D voluntarily participated in this study in order to provide relevant information. To collect required information, non-participant and participant observation, semi-structured interviews and reflective journal were used as techniques. During the pre-intervention stage of study, the causes of some conceptual problems in learning algebra which include lack of teachers' content knowledge, teachers' misconception about algebraic terms, gap between students' existing and current knowledge, Urdu algebraic terminology, and wait time for students were identified. The teachers appeared to be unaware of these causes of the problems. To work with the teachers as a mentor in order to improve their classroom practice and help them to overcome these problems to some extent, an intervention of instructional strategies was introduced. The findings of my study reveal that the teachers found the mentoring process helpful in improving their classroom practice and further helped them to some extent to overcome these conceptual problems. The teachers thought that the group work and A.V aids contributed to effective teaching of algebra. These views were also confirmed by the students. Further, teachers thought, if such professional support continues they can update the content and enhance the pedagogical knowledge which might help them to make students' learning in algebra interesting and meaningful.
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