Analisis Budaya dalam Pembelian Perabotan Rumah Tangga secara Kredit Pada Keluarga Mampu di Desa Buatan II menurut Perspektif Ekonomi Syariah

This research is motivated by the large number of well-off families who still buy household furniture on credit in Artificial Village II. This makes researchers interested in researching further the reasons why families are able to still buy goods on credit. The problem studied is how cultural factors influence the purchase of household furniture on credit among well-off families and what is the opinion of Sharia Economics regarding rich families who use credit to buy furniture for their homes. Field research uses qualitative field methods The data required for this situation is the buyer (well-off family) and seller who completed the credit trade exchange in Artificial Village II. Observations, interviews and documentation were used to obtain data. Analysis of qualitative descriptive data from this research reveals that cultural factors are the main reason why people in Artificial Village II can buy household furniture on credit. Many people in Artificial Village II do not understand what cultural factors exist in society, so without realizing it, culture is the main cause of people buying goods on credit. Islam does not forbid this strategy of buying and selling on credit because it can make it easier for people to get the goods they need because they don't need to spend money for it. That the support and conditions framed by Islam should be adhered to in carrying out trade exchanges to ensure harmony between associations and arrangements without any pressure.

Exploring Students and Teachers Beliefs About Student Leadership and How Educational Processes Foster or Hinder the Development of Student Leadership Skills in Two Private Secondary Schools of Karachi, Pakistan

The notion of student leadership is an emerging trend in the field of education. This notion emerges from democratic classrooms. A student leader is seen as one who finds his / her voice for contribution in school activities. Researchers believe that students are co-responsible in the learning process in schools. If schools give the opportunity to students to develop leadership skills and value their voice, this can also enhance the process of learning in schools. A general impression is that schools consider students as empty vessels and there are few opportunities for students in developing countries. Therefore, this study explores the students' and teachers' beliefs about student leadership and how educational processes foster or hinder the development of student leadership skills in two private secondary schools of Karachi, Pakistan. The data was collected through qualitative research method, including semi-structured interviews, observations, focus group discussions, analysis of relevant documents, and field notes. For this purpose two student leaders and two non-leader students from each school were selected and one teacher from each school was also selected as the primary research participants. Principals from both schools were selected as secondary research participants. The findings reveal that student leadership is perceived as a position occupied, and a skill to lead a group of people having commanding abilities. Student leadership is also considered as fame, and as a quality which leads to occupying a position of leadership. The study also found that schools provide many opportunities to develop student leadership skills. These opportunities are empowering students, valuing their voices, and involving students in the process of decision-making. The study found parental interference and workload of students as hindering factors in developing leadership skills in students. It was also revealed that schools try to provide curricular and co-curricular avenues to develop student leadership inside and outside the classroom. They make a conscious effort through the school vision and activities both curricular and co-curricular to instill leadership skills in their students.