As-Saja’ Fî Al-Juz’i Al-Tsalâtsîn Min Al-Qur’ân Al-Karîm

The Qur’an has a variety of language styles that make the reading beautiful to hear which is reflected through the similarity of sounds at the end of each verse in the Qur’an, one of which is poetry. Poetry plays a role in beautifying the language of the Qur’an. Poetry is one of the branches of balaghah in the study of badi’ science which is studied in Arabic learning. The purpose of this study was to determine the number of poems contained in juz 30 in the Qur’an al-karim as well as the kinds and signs that exist in juz 30. In this study, the researcher uses the descriptive analysis method, because the researcher analyzes, describes, and explains the poems contained in the Qur’an, especially in juz 30. The results of the study show that number of poems in juz 30 is 99 poems. As for the kinds of poems in juz 30, is three kinds of poems, namely mutharraf’s poems have 86 poems and mutaeFRwazi’s poems have 10 poems and murassha’ poems have 3 poems. As for the signs, there are also three according to the type of rhyme, namely the mutharraf rhyme sign is the difference in the last word in terms of wazan and the suitability of the final letter. The mutawazi rhyming is the compatibility of the last word in terms of wazan and the final letter. As for the sign in the murassha’ rhyme is the compatibility of all or part of the lafadz in two or more sentences in terms of wazan and the final lette

The IAEA’s activities on radiation protection in interventional cardiology

The International Atomic Energy Agency (IAEA) under its mandate of developing and applying standards of radiation safety has initiated a number of activities in recent years on radiation protection in interventional cardiology. These activities are implemented through four mechanisms, namely training, providing information through the website, research projects and assistance to Member States through Technical Cooperation (TC) projects. Major international initiatives have been taken in the area of training where more than half a dozen regional training courses have been conducted for cardiologists from over 50 countries. Additionally four national training events for over 300 medical and paramedical staff members involved in interventional procedures were held. The training material is freely available on CD from the IAEA. The newly established website provides information on radiation protection issues [1]. Two coordinated research projects have just been completed where peak skin doses to patients undergoing high dose interventional procedures were studied and factors to manage patient doses were identified. The technical cooperation projects involving protection in cardiac interventional procedures have 30 countries as participants

Istikhdamu Namuzaj at-Taklimut taawuniy Biuslubi ‎Group investigation Litaqiyati Qudrati Tullab Fi tallumi ‎Maharah Al-Qiraah Lissafi Tsamin Fi Al-Madrasah Al-‎Islamiyah Al-Hukumiyah 4 Agam‎

The main problem in this research is “What is the effect of using the ‎cooperative edycation model using the Group Investigation method to ‎improve student ability to teach the reading skill for the eight grade in ‎the Islamic Hight SchoolAgam?”. Before using the Group Investigation ‎model to detect the use of the Group Investigation model on student ‎ability to read in Islamic Hight School 4 Agam in the eight semester, to ‎identify the result of learning the reading skill using the Group ‎Investigation model for eight grade in the Islamic Hight School 4 Agam. ‎The research method used is quantitative study approach that is quasi ‎eksperimen mothod and analytic data use SPSS. The result showed the ‎Group Investigation learning model had an effect on improving student ‎Maharah Qiraah abilities at MTsN 4 Agam, this was evidenced by the ‎average pretest score of the experimental class being higher than the ‎average control score. The average value of the experimental class is ‎‎94,80 and the control class is 64,23. and based on result of Paired ‎Sample T test, T table -32,510 bigger than T count -9,819

Kebijakan Pendidikan Islam Di Nusantara Sebelum Kemerdekaan: Kasus Kebijakan Politik Kolonial Jepang Terhadap Pendidikan Islam Di Indonesia

Islam lahir sebagai agama yang sempurna, yaitu menjadi rahmat bagi alam semesta dan juga Islam diturunkan untuk memperbaiki akhlak manusia yang mulai merugikan, yang mulai rusak dan merusak di mana-mana, terutama kerusakan mental dan spiritual. Melihat realita bagaimana bangsa Indonesia mayoritas Muslim mencapai kesuksesan dengan berjuang dengan tulus dan ikhlas mengabdikan diri untuk kepentingan agama selain mengadakan perlawanan militer. Sejarah perjalanan bangsa Indonesia, tidak terlepas dari peran umat Islam, khususnya dalam perjuangan mengusir penjajah dari muka bumi Indonesia. Melalui bidang pendidikan, para tokoh-tokoh Islam menetapkan pendidikan Islam untuk memperkuat pondasi agama dan bagi rakyat untuk melawan sistem pendidikan yang dibawa oleh penjajah Belanda.Peraturan-peraturan pemerintah Belanda yang demikian ketat dan keras terhadap aktivitas madrasah dan pondok pesantren di Indonesia, tidak membuat pendidikan Islam menjadi lumpuh dan porak poranda.Pemerintah kolonial Belanda memperkenalkan sekolah-sekolah moderen menurut sistem persekolahan yang berkembang di dunia barat, sedikit banyak telah mempengaruhi pendidikan Indonesia, yaitu pesantren Pendidikan yang dikelola oleh Belanda khususnya berpusat pada pengetahuan dan keterampilan duniawi yaitu pendidikan umum, sedangkan pada lembaga pendidikan Islam lebih menekankan pada pengetahuan dan keterampilan yang berguna bagi pengahayatan agama

Detection of Metabolites by Proton Ex Vivo NMR, in Vivo MR Spectroscopy Peaks and Tissue Content Analysis: Biochemical-Magnetic Resonance Correlation: Preliminary Results

*Aim*: Metabolite concentrations by in vivo magnetic resonance spectroscopy and ex vivo NMR spectroscopy were compared with excised normal human tissue relaxation times and tissue homogenate contents.

*Hypothesis*: Biochemical analysis combined with NMR and MR spectroscopy defines better tissue analysis.

*Materials and Methods*: Metabolites were measured using peak area, amplitude and molecular weights of metabolites in the reference solutions. In normal brain and heart autopsy, muscle and liver biopsy tissue ex vivo NMR peaks and spin-lattice (T1) and spin-spin (T2) relaxation times, were compared with diseased tissue NMR data in meningioma brain, myocardial infarct heart, duchene-muscular-dystrophy muscle and diffused-liver-injury liver after respective in vivo proton MR spectroscopy was done. NMR data was compared with tissue homogenate contents and serum levels of biochemical parameters.

*Results*: The quantitation of smaller NMR visible metabolites was feasible for both ex vivo NMR and in vivo MR spectroscopy. Ex vivo H-1 NMR and in vivo MRS metabolite characteristic peaks (disease/normal data represented as fold change), T1 and T2, and metabolites in tissue homogenate and serum indicated muscle fibrosis in DMD, cardiac energy depletion in MI heart, neuronal dysfunction in meningioma brain and carbohydrate-lipid metabolic crisis in DLI liver tissues.

*Conclusion*: This preliminary report highlights the biochemical-magnetic resonance correlation as basis of magnetic resonance spectroscopic imaging data interpretation of disease

Proses Pendidikan Islam dalam Perspektif Ramayulis

This study aims to describe the process of Islamic education in the perspective of Ramayulis. This research is descriptive qualitative with literature study method. The data collection technique used in this study is the documentation technique. This research was conducted by collecting data, analyzing, studying and exploring the thoughts of Ramayulis regarding the process of Islamic education through his works, such as books or other sources that discuss the process of Islamic education from Ramayulis. The results of this study indicate that the learning process in Islamic education is the same as education in general, but what distinguishes it is that in Islamic education the learning process and outcomes are always inherent in Islam, Islam underlies learning activities, interpreting changes that occur and animating subsequent activities. In the learning process there are several aspects that support the creation of learning as expected, 1) learning principles, 2) learning pillars, 3) learning energy and 4) forms of the learning process

BERPIKIR KRITIS DALAM PERSPEKTIF PENDIDIKAN ISLAM

Pola pendidikan telah membatasi daya kritis mahasiswa, membatasi kreativitas mereka. Keterampilan berpikir kritis seharusnya ditingkatkan seiring dengan perkembangan dunia pendidikan. Al-Qur'an dan hadits dalam pendidikan Islam yang selalu menekankan pentingnya berpikir untuk manusia, dan banyak ayat dan hadits mengajak orang untuk berpikir (ulul albab). Tujuan dari penelitian ini adalah untuk mempelajari lebih lanjut tentang pendidikan Islam dalam berpikir kritis yang ditawarkan oleh Al-Qur'an dan hadits serta bagaimana pembelajaran ini berdampak pada pendidikan Islam modern. Penelitian ini menggunakan pendekatan kualitatif dan termasuk dalam jenis penelitian pustaka. Proses pengumpulan datanya menggunakan data primer dan sekunder. Selain itu, ia menggunakan teknik analisis isi dengan menggunakan pendekatan tafsir maudhu'i, atau tafsir tematik. Hasil penelitian ini menunjukkan bahwa mengajarkan orang untuk berpikir kritis tentang al-Qur'an adalah proses yang berkelanjutan.

PENDIDIKAN KARAKTER SISWA MADRASAH IBTIDAIYAH PERSPEKTIF HADIS

Pendidikan karakter merupakan ikhtiar yang disusun secara sistematis dan dilaksanakan untuk membantu peserta didik memahami nilai-nilai perilaku manusia berkaitan dengan Penciptanya yaitu Allah, diri sendiri, sesama manusia, lingkungan, dan kebangsaan yang termanifestasi dalam pikiran, sikap, perasaan, perkataan, dan perbuatan berdasarkan norma-norma agama, hukum, tata krama, budaya, dan adat istiadat. Tulisan ini bertujuan untuk memahami formulasi konsep pendidikan karakter perspektif Hadits. Melalui telaah pemahaman secara tekstual dan kontekstual. Permasalahan yang ada dijawab melalui penelitian kepustakaan (library research). Data-data dikumpulkan dari berbagai referensi; baik primer, sekunder, maupun data pendukung. Data-data yang ada dianalisis dengan pendekatan hermeneutik dengan cara content analysis (analisis isi). Hasil penelitian menunjukkan Hadis-hadis yang diangkat dalam penelitian ini mengandung karakter atau perilaku manusia terhadap Tuhan, diri sendiri, sesama manusia, dan lingkungannya. Beberapa konsep pendidikan karakter yang dapat diungkap dari Hadits tersebut adalah Pertama, Konsep pendidikan karakter dalam Islam, Kedua, Konsep Karakter dan Akhlak dalam Islam dan Ketiga, Akhlak dan Karakter dalam Hadis. Keempat, Materi Akhlak dan Karakter dalam Hadis. Kelima, Peran Guru dan orang tua dalam pendidikan karakter

Radiology education in Europe: Analysis of results from 22 European countries.

AimTo assess the state of radiology education across Europe by means of a survey study.MethodsA comprehensive 23-item radiology survey was distributed via email to the International Society of Radiology members, national radiological societies, radiologists and medical physicists. Reminders to complete the survey were sent and the results were analyzed over a period of 4 mo (January-April 2016). Survey questions include length of medical school and residency training; availability of fellowship and subspecialty training; number of residency programs in each country; accreditation pathways; research training; and medical physics education. Descriptive statistics were used to analyze and summarize data.ResultsRadiology residency training ranges from 2-6 years with a median of 5 years, and follows 1 year of internship training in 55% (12 out of 22) European countries. Subspecialty fellowship training is offered in 55% (12 out of 22) European countries. Availability for specialization training by national societies is limited to eight countries. For nearly all respondents, less than fifty percent of radiologists travel abroad for specialization. Nine of 22 (41%) European countries have research requirements during residency. The types of certifying exam show variation where 64% (14 out of 22) European countries require both written and oral boards, 23% (5 out of 22) require oral examinations only, and 5% (1 out of 22) require written examinations only. A degree in medical physics is offered in 59% (13 out of 22) European countries and is predominantly taught by medical physicists. Nearly all respondents report that formal examinations in medical physics are required.ConclusionComparative learning experiences across the continent will help guide the development of comprehensive yet pragmatic infrastructures for radiology education and collaborations in radiology education worldwide

Pembentukan Perilaku Keagamaan Peserta Didik di SMPN 30 Padang

Penelitian ini dilatar belakangi SMP Negeri 30 Padang yang merupakan salah satu sekolah umum yang memiliki keunggulan program keagamaan seperti adanya tahfiz dan TPA serta seluruh pihak sekolah menanamkan nilai-nilai agama kepada peserta didik yang telah membudaya di sekolah tersebut. Jenis penelitian ini adalah penelitian lapangan (field research) yang menggunakan metode deskriptif dan pendekatan kualitatif. Sumber data primer dalam penelitian ini adalah Guru PAI dan Data sekunder adalah kepala Hasil temuan penelitian ini ditemukan bahwa pembentukan perilaku keagamaan peserta didik di SMPN 30 Padang, yaitu sebagai berikut: pertama, pelaksanaan ibadah peserta didik melaksanakan program keagamaan, seperti membaca doa sebelum dan sesudah belajar, membaca asmahul husna, membaca alquran, melaksanakan shalat berjemaah, pesantren ramadhan, Rohis dan infak dengan proses Guru sebagai contoh dan pembiasaan bagi peserta didik. kedua, pembentukan akhlak peserta didik terdapat akhlak kepada Allah SWT dengan membiasakan beribadah kepada Allah, Akhlak kepada sesama dengan membiasakan 5 S (Sapa, Salam, Senyum, Sopan dan Santun) dan Akhlak kepada lingkungan dengan menjaga kebersihan sekolah. ketiga, faktor pendukung dalam pembentukan perilaku keagamaan peserta didik di SMPN 30 Padang adalah adanya kerjasama dan keteladanan dari Sekolah kemudian tersedianya sarana dan prasarana dalam pembentukan perilaku keagamaan peserta didik. Sedangkan faktor penghambat dalam pembentukan perilaku keagamaan peserta didik, yaitu: masih kurangnya sarana dan prasarana pendidikan, rendahnya motivasi Peserta Didik, dan Pengawasan guru yang kurang optimal.Kata Kunci: Pembentukan, Perilaku Keagamaa