PEMBELAJARAN NILAI NILAI KARAKTER ISLAM MODERAT DI PERGURUAN TINGGI

This study discusses how to integrate the values ​​of moderate Islamic character in Islamic higher education institutions. Integration of the value of moderate Islamic character values ​​can be implemented through learning in all subjects in Islamic higher education. Integration of Islamic character values ​​can be done on all subjects in Islamic higher education by referring to the concepts, systems and theories of learning. Learning the value of moderate Islamic characters can give students a personality color better than before and can inspire lecturers as learners. In carrying out enlightenment and intelligence in shaping tough, courageous, honest, tolerant, responsible and consistent students, in order to answer the challenges of powerlessness and inability to build national identity, inability to reconstruct the nation's potential responsively and dynamically. The hope of the writer, with the integration of the value of moderate Islamic character in all courses in Islamic higher education, can be the basis for the formation of adherent behavior, and the value of character can be a declarator of glory on the face of the earth

A Study of the Possibilities and Challenges of Mentoring

In the last two decades mentoring has become increasingly popular as a teacher education strategy in the west for reducing teacher isolation in the classroom and promoting collaboration between teachers, this contributing to their overall professional development. The PDTs in the M.Ed. program are expected to work with teachers in the capacity of mentors after their return to their respective schools. The mentor and the mentoring concept, however, is a relatively new one in the context of Pakistani schools, thus the purpose of my study was to understand the PDTs' perceptions of how they experienced the possibilities and challenges of mentoring in their schools as teacher educators in the AKU-IED's cooperating schools. My study employed qualitative research methodology, with interviews being the primary source of data collection, together with secondary sources, such as document analysis and unstructured conversations. The principal findings from the study revealed that the main role of the PDTs was; teacher supervision and the mentor's role was more of a secondary nature, which was in the process of being understood and defined by the PDTs and the schools. The study further indicated that the personal qualities of the PDTs and the support received, together with the challenges encountered by them, consisting of role ambiguity, role conflict and role overload, determined the extent to which mentoring was used as a teacher education strategy by the PDTs in their schools. In view of these findings, the study recommended measures to develop a common understanding of the role of the PDTs between the AKU-IED and its cooperating schools, based on the needs and capabilities of these schools.