IMPLEMENTASI METODE TAMI OTAKA DALAM PEMBELAJARAN HAFALAN AL-QURAN DI TK PINTAR KOTA BANDUNG

The purpose of this research is to see the implementation, evaluation, and advantages and disadvantages of the Tami Otaka Method. The Tami Otaka Method is a method of memorizing by using the ability of the right brain by means of the students memorizing the Qur’an while moving their hands from the verse they are reading. The type of research taken is field research using a qualitative approach. The object of this research is TK PINTAR Bandung, which includes the principal, tahfidz teacher, curriculum, and students. To obtain research data, researcher used observation, interview, and documentation techniques. This research uses descriptive qualitative analysis, so that the results of this study are manifested in the form of words both orally and verbally. The results obtained are as follows: first, to achieve purpose of the learning, TK PINTAR Bandung uses the Tami Otaka method with the help of audio, visual, audio-visual and body movements of a teacher. Second, the curriculum used is a synthesis of the National Curriculum and the Typical Curriculum of TK PINTAR Bandung. Third, learning is carried out in groups. Fourth, the evaluation is given continuously everyday and there is also an evaluation every semester.   Tujuan dari penelitian ini adalah untuk mengetahui pelaksanaan, penerapan, evaluasi serta kelebihan dan kekurangan dari Metode Tami Otaka. Metode Tami Otaka adalah Metode menghafal menggunakan kemampuan otak kanan dengan cara siswa menghafal Al-Qur’an sambil menggerakkan tangan dari arti ayat yang dibaca. Jenis penelitian yang diambil adalah penelitian lapangan dengan menggunakan pendekatan kualitatif. Objek penelitian ini adalah lembaga TK PINTAR Bandung yang di dalamnya ada kepala sekolah, guru tahfidz, kurikulum, dan siswa. Untuk memperoleh data penelitian, peneliti menggunakan teknik observasi, wawancara, dan dokumentasi. Penelitian ini menggunakan analisis kualitatif deskriptif, sehingga hasil dari penelitian ini diwujudkan dalam bentuk kata-kata baik tulisan maupun lisan. Hasil penelitian diperoleh sebagai berikut: pertama, untuk mencapai tujuan pembelajaran, TK PINTAR Bandung menggunakan metode Tami Otaka dengan dibantu media auido, visual, audio-visual dan gerakan tubuh dari seorang guru. Kedua, kurikulum yang digunakan sintesis dari kurikulum Nasional dan kurikulum khas TK PINTAR Bandung. Ketiga, pembelajaran dilakukan secara berkelompok. Keempat, evaluasi diberikan terus menerus setiap harinya dan ada juga evaluasi tiap semester.  

پاکستانی انشائیہ نگاروں کے اسالیب کا تحقیقی و تنقیدی جائزہ 1960: تا حال

In the second half of the twentieth century, different intellectual, literary, empirical and political movements revolutionized people's general perceptions and attitude in the subcontinent. Moreover, their ideologies, experiences and modern arts and sciences also adopted new shapes and directions. This was the time when the writers of this era also began to look for new methods of expression. In this quest, where they explored several forms of expression and communication, they also invented inshaa'iya. Like other forms of art, it also took its structure from west. During last forty years, there has been made quite a significant development in the writing and style of Urdu inshaa'iya. However, this literary form has met criticism than any other form of Urdu literature in this short span. The reason behind this is the inshaa'iya writers themselves who have used this form in their own varied ways, in fact, termed their work as inshaa'iya although, at times, it lacked the essence of inshaa'iya. Therefore, for a long time, the boundaries of humour, satire and inshaasiya could not be set. One piece of writing would have all the three forms blended in it. Amidst all this appeared Dr. Wazir Agha as an inshaal iya writer who very aptly defined the categorical boundaries of inshaa'iya. If we analyse the progress made up till now in the field of inshaa'iya. We shall find outstanding and worth appreciation efforts made to explore the history and tradition of inshaa'iya writing. But the style of inshaa'iya writing hasn't been a common target among researchers and writers. Many analysts have written about the elements of style to be adopted for inshaa'iya writing, but the work is scattered and needs to be compiled. After this is required a detailed analytical study of the individual styles of Urdu inshaa'iya writers since no significant effort has been made yet in this regard. A collective study of the history of inshaa‘iya and the inshaa'iya writers' style would present a compact picture of inshaa'iya which will help define the significance of this prose form in Urdu literature. In the light of what is written earlier, it becomes apparent that the study of the styles of inshaa.iya writers is certainly required and that their exploration will lead to the exploration of an important chapter in the history of literature. Analysis of the styles of the inshaa' iya writers of the early era of inshaa'iya writing.