Sejarah dan Eksistensi Ekonomi Islam pada Era Global di Asia Tenggara

Sharia Economics of Southeast Asian countries has been existing, with a close relationship with their society, since the early arrival of Islam and its spreading in this archipelago through the period of the Islamic Kingdoms up till today. The unity of this Islamic economy with its society because the society has made their identity as Islam so that their habits, customs, economic system, and Worldview are identical to Islam. However, the implementation of the Islamic economic system and its financial activities were interrupted by the existing of colonialism. After their independence from colonization, the country such as Malaysia, Indonesia, and Brunei Darussalam initiated to raise awareness and conducted studies on the Islamic economic system. Even the government has a commitment to achieve the World's prominent center of Islamic economy. This year's report by The State of global Islamic economists reveal that ASEAN countries have succeeded in positioning their countries as a largest of sharia financial center in the world.

The Practices of Implementing Aga Khan University - Examnination Board Aku-Eb Skill-Focused English Syllabus at Private Higher Secondary Schools, Gilgit-Baltistan

The purpose of this study was to explore the practices of implementing AKU-EB skill-focused English syllabus of Grade XII at two private higher secondary schools in Gilgit Baltistan. The major areas of investigation were the perceptions of the teachers and students about their understanding of the syllabus, teaching and assessment strategies, resources used in the language classroom, students' attitudes and the challenges encountered during the syllabus implementation. The study was conducted through the case study method within the qualitative paradigm. The data was collected through semi-structured interviews from four teachers and focus group interview from 12 students. Classroom observations were also conducted to triangulate the data. The research participants were selected through purposive sampling. The findings revealed that while implementing the AKU-EB English syllabus in grade XII, the teachers mainly focus on the four language skills (listening, speaking, reading and writing). While teaching, integration of these skills is productive for developing the language skills. All the strategies and activities are aimed at developing communicative competence in the students. For this purpose, Communicative Language teaching (CLT) approach is practiced to enhance language skills. The teachers encourage students-centered approach by conducting role plays, speech and debate competitions and dialogues so that the students get more chance to participate. Moreover, various resources and materials are used for practicing the four language skills. For instance, recommended books and library, online material, newspaper articles, magazines, novels, audio and visual aid are used for practicing the four skills. The data indicates that collaborative learning environment is encouraged through group and pair work. Furthermore it is identified that contrastive feedback is vital for enhancing the language skills. However, there were certain challenges for implementing the syllabus effectively such as difficulty in understanding the SLOs, the large number of students, students with weak English, and the lack of time. This study provides some recommendations for the system administration and examination wing that appropriate professional development training should be arranged for better implementation of the syllabus. Overall, English syllabus of AKU-EB is identified as productive towards developing communicative competence.