ﷺ
اپنے جہانِ دل میں بسا! آرزوئے دوستؐ
جانے کے ہو ہی جائیں گے سامان سوئے دوستؐ
ہر وقت میرے سامنے ہو قبلۂ نگاہؐ
آٹھوں پہر ہو میری نظر قبلہ روئے دوستؐ
اِک اِک ادائے خُلق پہ قربان لاکھ ہیں
اہلِ نظر کو بھا گئی کچھ ایسی خوئے دوستؐ
دو چار دن کا موسمِ گل وہ کریں گے کیا
جن کی نظر میں آن بسا رنگ و بوئے دوستؐ
لب بستہ ہی کھڑے رہو! دربارِ قدس میں
احوالِ دل کھلا ہے ترا روبروئے دوستؐ
اُمت کو بخش دے گا وہ صدقۂ مصطفیؐ
رکھ لے گا روزِ حشر خدا آبروئے دوستؐ
عرفانِؔ حق کی ساری مہک مصطفیؐ سے ہے
’’غالب! ندیمِ دوست سے آتی ہے بوئے دوست‘‘
This study discusses the pattern of religious guidance of learners through PKM program, learning interests, and the implications of religious guidance through PKM program in Elementary School Inpres Perumnas Palu Barat. This research is a qualitative descriptive research based on phenomenological approach, that is describing various events and its relation to learners in certain situations. Data collection is done through observation, interview, and documentation. The results showed that the pattern of religious guidance through PKM program in SDN Gugus IV (SD Inpres Perumnas) was greeted enthusiastically by the students. However, the interest of learners in following religious coaching is different, some are very enthusiastic, but some of them not enthusiastic. The implication of religious guidance through PKM program can correct and improve the ability of learners in reading and writing verses of Al Quran. They can also actualize memorization materials, daily prayers, and understand the procedures of worship in daily life.
This study was designed to find out the possible ways to promote Activity-Based Learning (ABL) in Lower Secondary Science Classes (LSSC) in Government schools and was conducted in one of IED's cooperating Government Schools in Karachi with two science teachers in classes six and eight. Data were collected through a series of tests and reflections with students and teachers, personal reflections of the researcher, and discussions with all those directly involved in the study. Teachers also responded to relevant questions at the end of the study. The study was completed in three stages: Pre-intervention, Intervention and Post intervention. During the pre-intervention stage, I interviewed teachers, and observed their classes to assess the current practice of science teaching through Activity Based Learning and the difference between teachers' beliefs and practice. Another purpose was to attempt to assess the effect of current teaching practice on students' learning. The Transmission Mode of Teaching (TMT) was found to be the dominant style at this stage to promote learning. During the intervention stage, I facilitated the teachers in their efforts to apply ABL in their classrooms. It was discovered that ABL played an important role in promoting students' better conceptual understanding of the concepts covered. In addition, there were indications that the teachers' content and pedagogical knowledge improved. Though there were several major constraints faced by the teachers, it was felt that these factors could be partly circumvented with sound management. During evaluation of the teacher at the post-intervention stage, data concerning the amount of learning, the process followed, and the constraints faced during teaching and implementation were collected. Practical (ABL) work was seen to have had considerable impact on students' understanding of the concepts. Through this study I have come to know that though there are major constraints in applying ABL at the LSSC level, with proper classroom management and planning effective implementation of ABL is possible. The support given to the teacher by the administration is also an important factor.