IMPLEMENTASI PEMBELAJARAN KITAB TALIM AL-MUTA ALLIM DALAM PEMBENTUKAN AKHLAK SANTRI DI PONDOK PESANTREN ALKHAIRAAT MADINATUL ILMI DOLO

The purpose of this study is to describe the implementation or application of instructional books Ta‘lim al-Muta‘allim the moral formation of students at boarding school Alkhairaat Madinatul Ilmi Dolo. The qualitative method is used as a method of approach in this study by using observation data collection, interviews, and documentation are analyzed by using the method of data reduction, data presentation, and data verification. The research indicate is result of learning book Ta‘lim al-Muta‘allim  is one book that discusses the presentation on moral learning that must be owned by the students in their studies. Terpokus description on what attitudes must be done by the students in studying good relationship with the teacher (Kiai), with fellow students, as well as how it should be enacting the books (the book) he learned it. In other words, this book is a guideline or code of conduct that students succeed in their studies either in accordance with laid down by Islam. By studying the book Ta'li m al-Muta'allim such, the students should be able to practice and broadcast both inside and outside the boarding school / community. As for the implementation of Learning book Ta‘lim al-Muta‘allim  the moral formation of students at boarding school Alkhairaat Madinatul Ilmi Dolo is providing direct guidance of teaching through the book, namely by providing appropriate role models that are suggested or taught by the book Ta‘lim al-Muta‘allim. Therefore, application of the Book Ta‘lim al-Muta‘allim  between teachers and students in learning is usually not optimal, the influence of the factors of teachers, for example exemplary. So, it should be an important practice, not only wants his students to master learning the book but have a direct practice.

Facilitating Social Studies Teachers to Use Issue Based Enquiry in a Government School

This action research project aims to facilitate social studies teachers in government school to develop their pedagogical skill, especially the use of issue-based inquiry as an instructional strategy in teaching and learning of Social Studies. This study was conducted in Class 7th of one of the government school of Karachi, Pakistan. In doing so, the action research also aimed to improve the knowledge and skills as a teacher educator facilitating teachers of Social Studies. This action research involved the process of formulating a general idea, conducting reconnaissance, making a general plan of action, implementing, and evaluating it, using the cyclical process of action research. The data were collected through use of: semi-structured interviews, classroom observation, document analysis, field-notes, and feedback of my research participants. The data were qualitatively analyzed on an ongoing basis to inform each subsequent step of action and reflection. The findings of the study suggest that teachers can learn the instructional strategy of issued based inquiry, by going through different phases, such as: reading the relevant literature and engaging in discussion about enquiry with teacher and teacher educator, self-experiencing the process through conducting small-scale inquiry, demonstration of lesson by a mentor, putting their learning's into practice, receiving peer-feedback and constant follow-up by the teacher educator. The study also shows that a teacher educator can be an effective facilitator (in this regard) by: becoming self-reflective, balancing his/her role as a teacher educator and action researcher within the time frame of the study and seeking feedback from research participants. In the process, a teacher educator can face challenges such as: his own time-constraint for keeping balance in his role of action and research, as a teacher educator and action researcher.