Life of Shāh Walī Allāh
Shāh Walī Allāh has written an article titled “al- Juz’ al- Laṭīf fī tarjamat al- ‘Abd al-Ẓa‘īf” in his book “Anfās al ‘Ārifīn” in which he has described his life history. Following are the events of his life as narrated by him:
“I was born on Wednesday 4thShawwāl, 1114 A. H at sunrise… Parents and other saints had received the intuitions about me even before and after my birth. I was sent to Maktab at the age of five and when I was about seven my father made me offer prayers and commanded me to observe fast. In the same year, circumcision was done and after having finished the Qur’ān I took up studying books in Arabic and Persian. At the age of ten, I was going through “Sharaḥ Mullā” and during that time the field of studies opened up for me. I was married at fourteen as my father had desired an early wedding…. I gave my hand to my father’s hand at the age of fifteen and got busy taking up Ashghāl-e-Ṣufīah, especially the Mashā’ikh-e-Naqshband. I set up my spiritual discourse after having sought their attention and motivation to acquire the grooming about norms of religious practices and spiritual uplift through Sufiism. In the same year, I studied a part of Beḍāvī Sharīf and then my father arranged a general feast where he accorded me permission to deliver dars. In short, I learned all the disciplines of that area (‘Ulūm-e-Mutadāwalah) at the age of fifteen and went through all the books linked with these fields in chronological order. In the field of Ḥadīth, leaving aside its part from Kitāb al-bay‘ upto Kitāb al-ādāb, I went through the remaining complete Mishkāt, Ṣaḥīḥ Bukhārī upto Kitāb al-ṭahārah...
Latar belakang penelitian ini adalah rendahnya disiplin pada peserta didik SMK Negeri 3 Maumere. Penelitian ini bertujuan untuk menganalisis pengaruh Kedisiplinan dan Motivasi Belajar terhadap Prestasi Peserta Didik Kelas XI SMK Negeri 3 Maumere baik secara parsial maupun secara simultan. Populasi dalam penelitian ini adalah peserta didik SMK Negeri 3, berjumlah 170 orang. Karena populasinya terbatas, maka penelitian ini dilakukan secara random sampling. Data dikumpulkan melalui quisioner dan dianalisis menggunakan metode statistik deskriptif dan statistik inferensial yaitu regresi linier berganda. Pengujian hipotesis dilakukan melalui Uji F dan Uji t. Hasil uji statistik menunjukkan bahwa variabel Kedisiplinan nilai thitung sebesar 2.937dengan nilai signifikan sebesar 0.004. Nilai signifikansi ini lebih kecil dari tingkat alpha yang digunakan 5% (0, 05), maka keputusannya adalah menolak hipotesis nol (Ho) dan menerima hipotesis alternatif (Ha), bahwa secara parsial variabel Kedisiplinan Belajar(X1) berpengaruh signifikan terhadap variabel Prestasi Belajar. Sedangkan variabel Motivasi Belajar menunjukkan bahwa nilai thitung sebesar 2.888 dengan nilai signifikan sebesar 0.005. Nilai signifikansi ini lebih kecil dari tingkat alpha yang digunakan 5% (0, 05), maka keputusannya adalah menolak hipotesis nol (Ho) dan menerima hipotesis alternatif (Ha), bahwa secara parsial variabel Motivasi Belajar berpengaruh signifikan terhadap variabel Prestasi Belajar. Selain itu, hasil koefisien determinasi (R2) sebesar 0.122 yang berarti bahwa kedua variabel bebas dalam penelitian ini (Kedisiplinan Belajar, dan Motivasi Belajar) mampu menjelaskan variasi naik turunnya Prestasi Belajar SMK Negeri 3 Maumere sebesar 12.2%. Peserta didik SMK Negeri 3 Maumere disarankan untuk terus meningkatkan dan memperbaiki beberapa sub indicator disiplin dan Prestasi Belajar yang mempunyai nilai indeks lebih rendah dari nilai indeks Variabel.
The aim of Social Studies education is to develop democratic citizens. The current teaching and learning practices in Social Studies classrooms in Pakistani schools are not meeting the aims of Social Studies education due to the transmission mode of teaching. Consequently, it has failed to develop the necessary knowledge, skills and disposition which are prerequisitse for democratic citizenship. The reasons for this state of Social Studies education are: firstly, teachers lack of knowledge about effective approaches of teaching and learning this subject; a and secondly, in the case of teachers' knowledge, use does not fully materialize in the classroom, as in spite of their exposure to the theory, they have little support in converting it into effective practice. This action research project was conducted with two Social Studies teachers teaching the said subject in a private English medium secondary school. The major purpose of this study was to enhance my own understanding and practices of the process of facilitating teachers to use the enquiry strategy in their classrooms, with the aim to develop teachers' knowledge, skills and attitudes, so that the objective of teaching and learning Social Studies could be realized. In the process of facilitating teachers to use the enquiry strategy at their workplace, I employed coaching with the view that it can be an effective strategy, particularly in facilitating experienced teachers' learning. I first introduced the teachers to the theory and process of enquiry strategy by conducting a session on enquiry with them. In the light of the reflections on the session, I further engaged the teachers in joint planning to prepare them to use the enquiry approach. However, I realized that one teacher was dominating the sessions; and furthermore, their needs and realities were distinct. Therefore, from then onwards, I facilitated the teachers individually by engaging each one separately in preparing lessons and supporting them in actualizing the plans. Moreover, I demonstrated to them certain stages and activities, whenever I found the teachers perplexed and confused. Teaching was followed by engaging the teachers in post-lesson discussions, during which I encouraged them to reflect on the process, issues, and critical incidents of the instruction and provided them constructive feedback for further improvement. The study found that the teachers' learning could be enhanced at their workplace by engaging them in planning, asking critical questions, challenging their assumptions and beliefs, supporting them in the real classrooms through demonstration/ modeling, where