Implikasi Peran Dan Fungsi Pengawasan Bank Syariah Di Indonesia Pasca UU No. 21 Tahun 2011

The growth of the Sharia banking system in Indonesia is considered a measure of Sharia's economic success. The Indonesian Sharia Banking Supervision is responsible for regulating sharia banking activities. It is important to note that this information is from a regulatory point of view. The regulation and supervision of sharia banking activities are based on amendments to Act No. 3 of 2004 on the Bank of Indonesia, No. 23 of 1999, and Law No. 21 of 2008. After the passing of OJK Act No. 21 in 2011, Indonesian banks were granted the authority to oversee Sharia banks, which were then transferred to the JSC. The Financial Services Authority was formed due to concerns from various parties about the supervisory function of Indonesian banks in regulating Sharia banking. The JSC does not directly monitor all activities of Sharia institutions, but rather ensures that certain aspects are overseen by other institutions, such as the DPS (Dewan Pengawas Syariah).  The DPS is responsible for overseeing Sharia Financial Institutions, and is registered based on the approval of the National Sharia Council (DSN). The objective of the OJK is to meet and protect the needs and interests of the public, create a stable and sustainable financial system, and implement a financial system based on the principles of good governance, which include accountability, transparency, and independence.

Helping Teacher to Develop Students Reading Comprehension Skills

Reading is an interactive- constructive process in which readers comprehend, interpret, and respond to the text according to what they already know. Effective readers have personal expectations about what they will get from a selection, and they bring those expectations to bear as they read by predicting and testing their predictions. The children actively create meaning by constructing, or generating relationship between what is within the text and what they already know. Some researchers describe reading as a ;transaction, (Rosenblatt 1988) in which meaning emerges from a give and take relationship between the reader and the print on the page. The interaction between the reader and the text allowed reader to construct their own meaning background Knowledge and experience according to there. This research was therefore conducted to identify strategies that were being implemented by the teacher to develop reading comprehension in students. And how, the teachers could be facilitated to improve their teaching strategies to enhance students reading comprehension skills. This study was divided into two phases. Phase 1 dealt with implementing strategies that could develop comprehension skills through stories in an ESL classroom. Story helps to develop language in the classroom, as Meek (1988) points out, ;Stories encourage them to take on new meaning regularly in a context of shared enjoyment. They learn about language and the different ways it is used. (P.37) They learn new language of stories, which is different from everyday spoken language. Gradually children take possession of the language of books and they begin to learn vital lessons about the reading process Phase II was an exploration of how to facilitate the teacher in her professional development. For enhancing her knowledge about implementing effective strategies like predicting, questioning, silent reading and group work, to develop children reading comprehension. The findings revealed the teachers understanding and her changes in her perception throughout the course of the study. And how this study helped her to professionally develop her style of teaching in order to get the desired children's reading comprehension. The findings also revealed that as a result of teacher development and reflection on practice, the teacher could change her conception and her approaches to the teaching of reading comprehension skills.