حیات اﷲ انصاری
افسوس ہے کہ ۱۸؍ فروری کو جناب حیات اﷲ انصاری کا انتقال ہوگیا، وہ مشہور صحافی ادیب، افسانہ نگار اور اردو تحریک کے رہنما تھے، ۱۹۱۱ء میں ان کی ولادت لکھنؤ میں ہوئی، فرنگی محل کے مشہور علمی و دینی خانوادے سے ان کا تعلق تھا، یہیں کے مدرسہ نظامیہ میں فارسی و عربی پڑھی اور درسیات کی تکمیل کی، اپنے والد مولانا وحیداﷲ کے انتقال کے بعد لکھنؤ یونیورسٹی سے فاضل ادب کیا۔ انٹرنس پاس کرکے علی گڑھ مسلم یونیورسٹی میں داخل ہوئے اور بی۔اے کیا۔
۳۷ء میں کانگریس کا ہفت روزہ اخبار ’’ہندوستان‘‘ ان کی ادبی و صحافتی سرگرمیوں کی جولان گاہ بنا۔ اب تو اس کا نام بھی کم ہی لوگ جانتے ہیں لیکن اس وقت کے اکثر ممتاز ادیبوں اور شاعروں کی نگارشات اس میں چھپتی تھیں، یہ ۱۹۴۲ء کے ہنگامی دور میں بند ہوگیا اور ۱۹۴۵ء میں ’’قومی آواز‘‘ جاری ہوا تو اس کی ادارت حیات اﷲ صاحب نے اس طرح سنبھالی کہ وہ اور قومی آواز لازم ملزوم سمجھے جانے لگے، وہ اس کے بانی مدیر تھے، انہوں نے اس کا معیار و وقار بہت بلند کیا اور اس کے لیے بڑی قربانیاں دیں، اس کے ذریعہ انہوں نے اردو اور مسلمانوں کی مذہبی و ثقافتی خدمت انجام دی اور ہندو مسلم فرقہ پرستی کے خلاف لڑائی بھی لڑی۔ قومی آواز کی بدولت بہت سے لوگ اچھے صحافی بن گئے، ۳۰ برس بعد ۷۵ء میں وہ ریٹائر ہوئے، ان کے بعد بھی یہ اخبار نکلتا رہا، مگر اب ساقی تو موجود ہیں لیکن آں قدح بشکست قومی آواز سے الگ ہونے کے بعد بھی ان کو صحافت کا چسکا لگا رہا، کچھ عرصہ تک دہلی سے ہفتہ روزہ ’’سب ساتھ‘‘ نکالا۔
اردو شروع ہی سے ان کی دلچسپی اور سرگرمی کا محور رہی، وہ زندگی بھر اس...
This study aims to find the implementation of hypnoteaching method in fiqh (Islamic law) learning in Madrasah Tsanawiyah NU Sunan Kalijaga, Adiwerna Tegal, Central Java. This research is a qualitative research, which is a case study. Data sources of this research are interviews and varius literature on hypnoteaching. There are two big conclusions in this research. First, the hypnoteaching method is a learning method that involves cognitive, affective and psychomotor aspects of students through positive suggestions. Second, the application of hypnoteaching fiqh learning in the field works effectively related to the synergy between the principles of hypnoteaching and the existing implementation plan of learning. However, there are still inhibiting factors, namely the minimum number of teachers who have competence in the application of hypnoteaching.
Information skill is a way of learning through engaging with information. Information skill includes ‘library research skills’ and ‘IT literacy’ but it is broader than these. Information skills are not just about finding and presenting information, it is about higher order analysis, synthesis, critical thinking and problem solving. It involves seeking and using information for independent learning, lifelong learning, participative citizenship and social responsibility.” (Lupton 2004). Information skills include various behaviours like: need for information, the resources available, how to find information, the need to evaluate results, how to work with the results, ethics and responsibility of use, how to communicate or share your findings, how to manage your findings Information may be available on paper, digitally, through other media such as broadcast or film, or from a colleague or friend. It may or may not be conveniently closed to hand and easily accessible, and quantifying your need and making a decision about the use of an information source may be tempered by the ease and speed with which an answer can be obtained. It focuses on six levels, defining, locating, selecting, organizing, presenting and assessing. Knowledge comprehension is more like experiential learning. It is the way of learning that how it is shaped through a learner''s cognitive processes. As the metaphor of development infers, cognitive constructivist hypotheses expect that knowledge is a thing made by the mind processes instead of got from a source. It can be characterized as scholarly capacity shaped through an individual''s encounters and collaborations with the earth (O''Mara et al., 2006; Valentine et al., 2004). According to Valentine et al., (2004) students, who are more involved with the utilization of their experiences are liable to take part in more accomplishment related practices, which may v incorporate managing data, get ready assignments, finishing homework, concentrating on for tests, and taking an interest in class exercises. Secondary school students from the Punjab were the population of the study. Six districts from the whole province were randomly selected. Two instruments were used to collect data. The information skills instrument was developed based on Information literacy skills continuum, k-12 (1998). Cronbach’s alpha value obtained for the whole scale was α = .92.Knowledge comprehension instrument was developed to check academic understanding of the students. Cronbach’s alpha value obtained for the whole scale was α = .92. Collected data was analysed by using descriptive statistics, correlation and independent sample t test. Results of the study revealed that there is no significant difference between the information skills of males and females. It was also clear that information skills of the science and arts students are not significantly different from each other. Knowledge comprehension of males was slightly better than females. There is statistically significant positively strong relationship between levels of information skills and knowledge comprehension of secondary school students. This means students with good information skills automatically build good understanding of their academic subjects. The findings of this study may help teachers to adopt appropriate teaching methodologies and curriculum developers to modify or plan curriculum according to the need of students.