19. Mary/Sayedah Maryam
I/We begin by the Blessed Name of Allah
The Immensely Merciful to all, The Infinitely Compassionate to everyone.
19:01
a. Kaf. Ha. Ya. `Ayn. Sad.
19:02
a. This is a narrative of the mercy of your Rabb - The Lord towards HIS servant, Zachariah.
19:03
a. When he called out to his Rabb - The Lord in seclusion by the middle of the night,
19:04
praying:
O ‘My Rabb - The Lord!
Indeed my bones have become weak within me, and my head is aflame with gray hair because of old age.
However - O My Rabb - The Lord - I have never been disappointed when calling out to YOU’ before –
- so do not disappoint me now.
19:05
‘Now, I worry who will be the heir after me to fulfill their duties to the Temple of Solomon
for my wife has always been infertile.
So grant me out of YOUR Mercy an heir’ -
19:06
- the one who will be my heir in my duty, and heir to the legacy of spiritual purity, divine knowledge, and Allah-consciousness of the House of Jacob;
and make him - O My Rabb - The Lord - the one with whom YOU would be pleased.’
19:07
His prayer was answered:
‘O Zachariah!
Truly WE give you the happy news of the birth of a son.
His name will be Yahya/John the Baptist.
The uniqueness of the name is that WE have never assigned this name to anyone before.’
19:08
Zachariah exclaimed with joy and surprise:
O ‘My Rabb - The Lord!
But how can I have a son while my wife has always been infertile, and I have already become frail because...
The theory of learning behaviorism observe the change of one's behavior as a result of past experience. This theory emphasizes that the behavior is a result of the interaction between the stimulus and the response. This theory does not recognize the presence of innate intelligence or derivatives, but rather recognizes that intelligence is influenced by environmental factors. This theory can be applied in learning that requires practice, habituation and repetition. Therefore, to introduce and understand about Asmaul Husna, the theory of behaviorism can be applied in the process of habituation. The recitation of Asmaul Husna is very much contained in its role. Among them to introduce and hang students about Asmaul Husna, so students will feel closer to God if they often apply Asmaul Husna readings and will always feel that everything we do is supervised by God. Like the example of one of the traits contained in Asmaul Husna. Based on the discussion, the problem raised is how to implement behaviorism theory to the habituation of Asmaul Husna reading.
This study aimed to explore the relationship between secondary school students’ digital literacy and their attitude towards using information and communication technology across three private secondary schools in Karachi, Pakistan. This study focuses on three major themes: students’ attitude towards using information and communication technology (ICT), digital literacy (DL) and the relationship between DL and attitude towards using ICT controlling for general and ICT related demographics. For this study, a survey questionnaire was developed by adapting two surveys related to attitude and DL. An attitude related questionnaire was adapted from Edmunds, Thorpe and Conole (2012) to investigate attitude and the DL questionnaire was adapted from online European Commission Digital Literacy (ECDL) to find students level of DL. An online version of the tool was used for data collection, and the data were collected through google forms. Additionally, focus group discussions were held to have deeper and richer data that would justify the results of the statistical analysis. The total sample size for this study was 344 secondary school students. About 50% of the participants were female. The results show that the participants’ attitude towards using ICT in education is positive regardless of their general and ICT related demographic characteristics. The analysis of the results from the DL questionnaire reveals an adequate level of DL among students. A majority of the students has positive attitude and adequate level of DL. Correlation analysis revealed a significant association between DL and students’ attitude towards using ICT in education. In addition, attitude towards using ICT was found to be correlated with ICT related variables. Further analysis showed that use of the tablet and smartphone, prior training in the use of computer and frequency of computer use significantly affect students’ attitude towards using ICT. This study has highlighted the importance of ICT related demographics which contribute towards developing students’ attitude to use ICT and level of DL. Based on the findings it is suggested to further research students’ attitude to use ICT and identify school and individual level factors that influence attitude towards use of ICT and DL.