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مولانا محمد معزاﷲ خیر آبادی

مولانا محمد معزاﷲ خیرآبادی
ایک زمانہ تھا کہ رامپور علمائے اعلام کا مرکز تھا اور خیرآبادی سلسلہ کے تعلق کے سبب سے وہاں کا مدرسہ علوم عقلیہ کی سب سے بڑی درسگاہ تھی، لیکن مولانا فضل حق رامپوری مرحوم کی وفات پر اس کا بھی خاتمہ ہوگیا، اب پیران کہن سال میں وہاں ایک ہی صاحب رہ گئے تھے، یعنی مولانا محمد معزاﷲ صاحب مرحوم، افسوس کہ ۶؍جنوری ۱۹۴۳؁ء کی رات کو انہوں نے بھی رحلت کی، یہ مولوی عبدالحق صاحب خیرآبادی کے آخری شاگرد اور مدرسہ کے پرانے اساتذہ اور بزرگوں کے فیض یافتہ تھے، فقہ میں مولانا ارشاد حسین صاحب مجددی سے (جو فقہ و اصول میں مولانا شبلی مرحوم کے بھی استاد تھے) اور مولانا حسن شاہ صاحب محدث رامپوری سے بھی استفادہ کیا تھا، سلسلہ نقشبندیہ اور قادریہ و چشتیہ کے مجاز بھی تھے، رامپور میں مرحوم کا علمی مرتبہ اتنا بلند تھا کہ کسی فتویٰ پر جب تک ان کے دستخط نہ ہوتے وہ عام طور پر مستند نہیں سمجھا جاتا تھا، خاکسار کو دو سال ہوئے کہ مرحوم سے ملاقات کا اور ان کے درس کے سننے کا اتفاق ہوا تھا، اﷲ تعالیٰ مغفرت فرمائے افسوس کہ پچھلے مدرسین اٹھتے جاتے ہیں اور زمانہ کی نئی آب و ہوا اس تجر اور مہارت کے نئے مدرسین عربی کی نشوونما سے عاجز ہے۔
(سید سلیمان ندوی، فروری ۱۹۴۳ء)

PENGARUH STRATEGI KONFLIK KOGNITIF BERBANTUAN MEDIA SEJARAH SAINS TERHADAP SIKAP ILMIAH DAN PERUBAHAN KONSEPTUAL PADA MATERI GERAK

Penelitian ini merupakan penelitian kuantitatif dan kualitatif. Tujuan penelitian ini untuk melihat pengaruh strategi  pembelajaran konflik kognitif berbantuan media sejarah sains terhadap sikap ilmiah dan perubahan konseptual siswa pada materi gerak. Rancangan penelitian yang digunakan adalah quasi eksperimen. Sampel penelitian ini adalah kelas XB dan XC yang terdiri atas 66 sisiwa, 33 siswa pada kelas eksperimen dan 33 siswa pada kelas kontrol. Data pada penelitian ini diambil dengan menggunakan: angket, tes pemahaman konsep dan wawancara. Angket digunakan untuk mengambil data sikap ilmiah, tes pemahaman konsep untuk mengambil data perubahan konseptual siswa, dan wawancara sebagai pelengkap dan pendukung data perubahan konseptual. Data di analisisn dengan statistik uji-t pada taraf signifikan 5% dan uji N-Gain. Hasil penelitian menunjukkan dengan menggunakan aplikasi SPSS 20  diperoleh untuk sikap ilmiah thitung > ttabel (4,637 >2,042 atau sig.2-tailed (0,000) < (0, 05) dan  thitung > ttabel (6.974 > 2.024)  sig.2-tailed (0,000) < (0, 05) untuk perubahan konseptual, yang berarti hipotesis (H0) ditolak dan (H1) diterima dan yang diperoleh pada kelas eksperimen lebih tinggi dari kelas kontrol. Kesimpulan dari penelitian ini adalah stategi pembelajaran konflik kognitif berbantuan media sejarah sains berpengaruh secara nyata meningkatkan sikap ilmiah, perubahan konseptual siswa kelas X SMA pada materi gerak.  Kata Kunci: Strategi Konflik Kognitif, Media Sejarah Sains, Sikap Ilmiah dan Perubahan Konseptual.

Analysis of Peace Education in Secondary Schools of the Punjab

Peace education, through its essentially transformative nature, promotes the culture of peace by instilling certain peaceable attitudes and values in the minds of students. Development of a culture of peace is the pivot to a stable, progressing and prosperous society. Present study was designed to examine the existing situation of peace education in secondary schools of the Punjab. The ‗Affective Phase‘ of Castro & Galace Model of Peace Education (CGMPE) was used to carry out the whole process. The ‗Affective Phase‘ of CGMPE was composed of twelve (12) peaceable attitudes/values. Major objectives of the study were to analyse the curriculum of public secondary schools of the Punjab with reference to peace education; to explore the on-going peace education practices; and to assess the peaceable attitudes of students and teachers. Convergent Mixed Methods Design was employed to execute this study. Multistage sampling technique was used for sample selection. The study was conducted in two phases. Phase-1 was a desk study. During this phase textbooks of compulsory subjects (English, Urdu, Islamic Studies and Pakistan Studies) for grade 9 and 10 were analysed to see the existence of content on peaceable values. A self-developed content review format was used for this purpose. Phase-2 of this research endeavour was a mixed-methods field study. In this phase, 40 education managers (32 Headmasters/Headmistresses of the sampled schools; DEOs (SE) and CEOs of the 4 selected districts) were interviewed on a semi-structured interview schedule to explore the peace education practices in secondary schools. Data were also collected from 640 students and 160 secondary school teachers, by administering a questionnaire, to examine the level of their peaceable attitudes. Qualitative data were analysed by employing thematic analysis technique. Percentages and mean values were calculated to gauge the perceived level of peaceable attitudes of the respondents. Independent samples t-test was applied to compare the peaceable attitudes of secondary school teachers and students. Analysis of the data revealed that all the peace values had their representation in the textbooks, however, they had not been given equal consideration. Moreover, four of the peace values i.e. ‗Respect for Life/Nonviolence‘, ‗Gender Equality‘, ‗Cooperation‘ and ‗Openness and Tolerance‘ were least emphasized in the textbooks. It was also found that teachers usually tried to promote sense of ‗Cooperation‘, ‗Self-respect‘, ‗Ecological Concern‘ and ‗Compassion‘ whereas the peace values like ‗Gender Equality‘, ‗Global Concern‘, ‗Social Responsibility‘ and ‗Openness and Tolerance‘ were not focused at during regular teaching learning activities. Most of the teachers were allegedly found interested in preparing their students for getting good marks in the examinations instead of making them peaceful citizens. Moreover, it was revealed that both secondary school teachers and students maintained favourable attitudes towards all the peaceable values. Nonetheless, they had relatively less support for the peaceable values ‗Global Concern‘, ‗Openness and Tolerance‘, ‗Social Responsibility‘ and ‗Positive Vision‘. It was concluded that the four (out of twelve) peaceable values i.e. ‗Global Concern‘, ‗Openness and Tolerance‘, ‗Social Responsibility‘ and ‗Positive Vision‘ were less represented in the curriculum and teaching practices as well as relatively less supported by the students and teachers. It was recommended that sufficient reading material may be included in the curriculum at secondary education level. Present study is expected to pave the path for exploring new horizons for the researchers in the field of peace education in Pakistan.
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