MODEL PEMBELAJARAN BAHASA ARAB YANG TERFOKUS PADA SISWA (STUDENT-CENTERED LEARNING/SCL)

This paper would like to descripte the characteristics of learning that focused on the learners, the benefits, the weaknesses and the steps of its use to achieve the goal of learning Arabic. Learning model is an important part which is understood by every Arabic teacher to be able to present the condition of learning that is always fun for learners. An effective model for learning in Arabic is the learning model that concentrated to student. The use of this learning model is believed to be able to improve the four competencies of Arabic learners, namely the ability to speak, write, read and hear. For this reason, an Arabic teacher must understand the various variants of an effective learning model which centered on the learning potential of students in order to present the materials in an enjoyable. Therefore, it is important for any Arabic teacher to change the teacher-centered paradigm which is conventional teaching towards a modern learning paradigm which centered to the creative ability of students during the Arab learning proccess. The use of learning models which focused to learners in Arabic learning should be supported by teacher innovation that can empower learners to be active during learning. In addition, the teacher seeks to construct the latest Arabic material by utilizing the technology media relevant to the progress of the global education world, especially in learning Arabic as the language of the Islamic world and religious language.

Stipend for the Promotion of Female Education: Views of Recipients and Their Parents

This qualitative study aimed at exploring the ‘Girls Stipend Programme’ with a focus on the views of stipend recipients and their parents in a government school in Hyderabad, Sindh. In particular, the study has been intended to understand how these girls and their parents viewed ‘stipend’ as a support system for education. The participants included stipend recipients who were enrolled in secondary classes as well as recipients who had dropped out from secondary school prior to data collection. The parents of these girl recipients and their teachers also participated in the study. The findings of this study reveal that although the stipend amount is not much however, it has had a significant impact on improving the enrolment of girls in school. At the same time, for a few families this stipend does not contain the same value due to their better financial standing. The study revealed that irregular distribution of the allocated amount has resulted in problems. It was also found that a lack of financial resources could be one of the reasons for limiting female education; there might be many other contextual issues, which result in a lack of educational attainment. The most prominent of issues are restricted mobility of females, uneven family norms, lack of motivation towards female education, hostile social environment and patriarchal systems, which associate family honour with the conduct of its women. The study indicates a partial success of stipend programmes as a subsidy and motivational factor to improve female education thereby reducing gender inequalities at secondary education level. Further research is recommended to examine a host of other challenges and constraints, which complicate girls’ access to education and retention in schools.