Ketika Rasulullah berada di hadapan,
Ku pandangi pesonanya dari kaki hingga ujung kepala
Tahukah kalian apa yang terjelma?
Cinta!
(Abu Bakar Shiddiq r.a)
Wajah Abu Bakar pucat pasi. Langkah kaki para pemuda Quraisy tidak lagi terdengar samar. Tak terasa tubuhnya bergetar hebat, betapa tidak, dari celah gua ia mampu melihat para pemburu itu berada di atas kepalanya. Setengah berbisik berkatalah Abu Bakar.
“Wahai Rasul Allah, jika mereka melihat ke kaki-kaki mereka, sesungguhnya mereka pasti melihat kita berdua”. Rasulullah memandang Abu Bakar penuh makna. Ditepuknya punggung sahabat dekatnya ini pelan sambil berujar “Janganlah engkau kira, kita hanya berdua. Sesungguhnya kita bertiga, dan yang ketiga adalah Dia, yang menggenggam kekuasaan maha, Allah”.
Sejenak ketenangan menyapa Abu Bakar. Sama sekali ia tidak mengkhawatirkan keselamatannya. Kematian baginya bukan apa-apa, ia hanya lelaki biasa. Sedang, untuk lelaki tampan yang kini dekat di sampingnya, keselamatan di atas mati dan hidupnya. Bagaimana semesta jadinya tanpa penerang. Bagaimana Madinah jika harus kehilangan purnama.
Bagaimana dunia tanpa benderang penyampai wahyu. Sungguh, ia tak gentar dengan tajam
mata pedang para pemuda Quraisy, yang akan merobek lambung serta menumpahkan darahnya. Sungguh, ia tidak khawatir runcing anak panah yang akan menghunjam setiap jengkal tubuhnya. Ia hanya takut, Muhammad, ya Muhammad.. mereka membunuh Muhammad.
***
Berdua mereka berhadapan, dan mereka sepakat untuk bergantian berjaga. Dan keakraban
mempesona itu bukan sebuah kebohongan. Abu Bakar memandang wajah syahdu di depannya dalam hening. Setiap guratan di wajah indah itu ia perhatikan seksama. Aduhai betapa ia mencintai putra Abdullah. Kelelahan yang mendera setelah berperjalanan jauh, seketika seperti ditelan kegelapan gua. Wajah di depannya yang saat itu berada nyata, meleburkan penat yang ia rasa. Hanya ada satu nama yang berdebur dalam dadanya. Cinta.
Sejeda kemudian, Muhammad melabuhkan kepalanya di pangkuan Abu Bakar. Dan seperti anak kecil, Abu Bakar berenang dalam samudera kegembiraan yang sempurna. Tak ada yang
dapat memesonakannya selama hidup kecuali saat kepala Nabi yang ummi berbantalkan
kedua pahanya. Mata Rasulullah terpejam. Dengan hati-hati, seperti seorang ibu, telapak tangan Abu Bakar, mengusap peluh di kening Rasulullah. Masih dalam senyap, Abu Bakar terus terpesona dengan sosok cinta yang tengah beristirahat diam di pangkuannya. Sebuah asa mengalun dalam hatinya “Allah, betapa ingin hamba menikmati ini selamanya”.
Nafas harum itu terhembus satu-satu, menyapa wajah Abu Bakar yang sangat dekat. Abu
Bakar tersenyum, sepenuh kalbu ia menatapnya lagi. Tak jenuh, tak bosan. Dan seketika
wajahnya muram. Ia teringat perlakuan orang-orang Quraisy yang memburu Purnama Madinah seperti memburu hewan buruan. Bagaimana mungkin mereka begitu keji mengganggu cucu Abdul Muthalib, yang begitu santun dan amanah. Mendung di wajah Abu bakar belum juga surut. Sebuah kuntum azzam memekar di kedalaman hatinya, begitu semerbak. “Selama hayat berada dalam raga, aku Abu Bakar, akan selalu berada di sampingmu, untuk membelamu dan tak akan membiarkan sesiapapun menganggumu”.
Sunyi tetap terasa. Gua itu begitu dingin dan remang-remang. Abu Bakar menyandarkan
punggung di dinding gua. Rasulullah, masih saja mengalun dalam istirahatnya. Dan tiba-tiba saja, seekor ular mendesis-desis perlahan mendatangi kaki Abu Bakar yang terlentang. Abu Bakar menatapnya waspada, ingin sekali ia menarik kedua kakinya untuk menjauh dari hewan berbisa ini. Namun, keinginan itu dienyahkannya dari benak, tak ingin ia mengganggu tidur nyaman Rasulullah. Bagaimana mungkin, ia tega membangunkan kekasih itu.
Abu Bakar meringis, ketika ular itu menggigit pergelangan kakinya, tapi kakinya tetap saja tak bergerak sedikitpun. Dan ular itu pergi setelah beberapa lama. Dalam hening, sekujur tubuhnya terasa panas. Bisa ular segera menjalar cepat. Abu Bakar menangis diam-diam.
Rasa sakit itu tak dapat ditahan lagi. Tanpa sengaja, air matanya menetes mengenai pipi Rasulullah yang tengah berbaring. Abu Bakar menghentikan tangisannya, kekhawatirannya terbukti, Rasulullah terjaga dan menatapnya penuh rasa ingin tahu.
“Wahai hamba Allah, apakah engkau menangis karena menyesal mengikuti perjalanan ini”
suara Rasulullah memenuhi udara Gua.
“Tentu saja tidak, saya ridha dan ikhlas mengikutimu kemana pun” potong Abu Bakar masih dalam kesakitan.
“Lalu mengapakah, engkau meluruhkan air mata?”
“Seekor ular, baru saja menggigit saya, wahai putra Abdullah, dan bisanya menjalar begitu cepat”
Rasulullah menatap Abu Bakar penuh keheranan, tak seberapa lama bibir manisnya bergerak
“Mengapa engkau tidak menghindarinya?”
“Saya khawatir membangunkan engkau dari lelap” jawab Abu Bakar sendu. Sebenarnya ia kini menyesal karena tidak dapat menahan air matanya hingga mengenai pipi Rasulullah dan membuatnya terjaga.
Saat itu air mata bukan milik Abu Bakar saja. Selanjutnya mata Al-Musthafa berkabut dan bening air mata tergenang di pelupuknya. Betapa indah sebuah ukhuwah.
“Sungguh bahagia, aku memiliki seorang seperti mu wahai putra Abu Quhafah. Sesungguhnya Allah sebaik-baik pemberi balasan”. Tanpa menunggu waktu, dengan penuh kasih sayang, Al-Musthafa meraih pergelangan kaki yang digigit ular. Dengan mengagungkan nama Allah Pencipta semesta, Nabi mengusap bekas gigitan itu dengan ludahnya. Maha suci Allah, seketika rasa sakit itu tak lagi ada. Abu Bakar segera menarik kakinya karena malu. Nabi masih memandangnya sayang.
“Bagaimana mungkin, mereka para kafir tega menyakiti manusia indah seperti mu.
Bagaimana mungkin?” nyaring hati Abu Bakar kemudian.
Gua Tsur kembali ditelan senyap. Kini giliran Abu Bakar yang beristirahat dan Rasulullah berjaga. Dan, Abu Bakar menggeleng kuat-kuat ketika Rasulullah menawarkan pangkuannya.
Tak akan rela, dirinya membebani pangkuan penuh berkah itu.
***
Kita pasti tahu siapa Abu Bakar. Ia adalah lelaki pertama yang memeluk Islam dan juga salah satu sahabat terdekat Rasulullah. Dari lembar sejarah, kita kenang cinta Abu Bakar kepada Al-Musthafa menyemesta. Kisah tadi terjadi pada saat ia menemani Rasulullah berhijrah menuju Madinah dan harus menginap di Gua Tsur selama tiga malam. Menemani Nabi untuk berhijrah adalah perjalanan penuh rintang. Ia sungguh tahu akibat yang akan digenggamnya jika misi ini gagal. Namun karena cinta yang berkelindan di kedalaman hatinya begitu besar, Abu Bakar dengan sepenuh jiwa, raga dan harta, menemani sang Nabi pergi.
Dia terkenal karena teguh pendirian, berhati lembut, mempunyai iman yang kokoh dan bijaksana. Kekokohan imannya terlihat ketika Madinah kelabu karena satu kabar, Nabi yang Ummi telah kembali kepada Yang Maha Tinggi. Banyak manusia terlunta dan larut dalam lara yang sempurna. Bahkan Umar murka dan tidak mempercayai kenyataan yang ada. Saat itu Abu Bakar tampil mengingatkan seluruh sahabat dan menggaungkan satu khutbah yang mahsyur “Ketahuilah, siapa yang menyembah Muhammad, maka ia telah meninggal dunia. Dan sesiapa yang menyembah Allah, maka sesungguhnya Allah tidak mati”.
Kepergian sang tercinta, tidak menyurutkan keimanan dalam dadanya. Ketiadaan Rasulullah, jua tak memadamkan gebyar semangat untuk terus menegakkan pilar-pilar Islam yang telah dipancangkan. Pada saat menjabat khalifah pertama, ia dengan gigih memerangi mereka yang enggan berzakat. Tidak sampai di situ munculnya beberapa orang yang mengaku sebagi nabi, sang khalifah juga berlaku sama yaitu mengirimkan pasukan untuk mengajak mereka kembali kepada kebenaran. Sesungguhnya pribadi Abu Bakar adalah lemah lembut, namun ketika kemungkaran berada dihadapannya, ia berlaku sangat tegas dalam memberantasnya.
Abu Bakar wafat pada usia 63 tahun, pada saat perang atas bangsa Romawi di Yarmuk berkecamuk dengan kemenangan di tangan Muslim. Sebelum wafat, ia menetapkan Umar sebagai penggantinya. Jenazahnya dikebumikan di sebelah manusia yang paling dicintainya, yaitu makam Rasulullah. Hidup Abu Bakar berhenti sampai di sana, namun selanjutnya manusia yang menurut Rasulullah menjadi salah seorang yang dijamin masuk surga, terus saja mengharumkan sejarah sampai detik sekarang. Ia mencintai Nabinya melebihi dirinya sendiri. Tidakkah itu mempesona?
12 Februari 2009
23 Januari 2009
Penemu Sirkulasi Pernapasan Ibn Al-Nafis atau Harvey?
Karena dianggap bertentangan dengan Galen, Michael Servetus dianggap menyimpang. Hukumannya, dirinya dan buku Christianismi Restitutio karyanya pun dibakar. Penemuan sirkulasi dalam paru-paru menjadi hal yang penting dan mengundang banyak perdebatan dalam dunia kedokteran. Pendapat yang diyakini selama ini, teori mengenai sirkulasi paru-paru -- kaitan antara pernapasan dan peredaran darah -- ditemukan oleh ilmuwan Eropa mulai abad ke-16. Penggiatnya berturut-turut adalah Servetus, Vesalius, Colombo, dan terakhir Sir William Harvey dari Kent, Inggris. Namun penelusuran sejarah lebih lanjut, dengan meneliti berbagai manuskrip dan objek sejarah lain, maka kejelasan mulai diungkapkan: penemu sirkulasi paru-paru adalah Ibnu Al-Nafis, ilmuwan Muslim abad ke-13. Adalah Dr Muhyo Al-Deen Altawi, fisikawan Mesir, yang mulai menyusur kanal-kanal sejarah sejak tahun 1924. Ia menemukan sebuah tulisan berjudul Commentary on the Anatomy of Canon of Avicenna di perpustakaan nasional Prussia, Berlin (Jerman). Saat itu, ia tengah belajar mengenai sejarah Kedokteran Arab di Albert Ludwig's University Jerman.
Tulisan dalam bentuk diktat itu, merunut pada konteks waktunya, dianggap sebagai karya tulis terbaik yang merangkai secara detil topik-topik anatomi, patologi, dan fisiologi. Diktat yang belakangan diketahui sebagai karya Ibnu Al Nafis ini juga mengungkap sesuatu yang mengejutkan: deskripsi pertama di dunia mengenai sirkulasi paru-paru!
Ia menguraikan lebih jauh konsep yang dipancangkan ilmuwan sebelumnya, Galen, pada abad ke-2. Konsep sirkulasi yang dikembangkan Galen menyebut adanya 'lorong rahasia' antara dua bilik jantung. Ia menguraikan bagaimana darah mencapai bagian kanan jantung dan bergerak menuju pori-pori yang tak terlihat di cardiac septum menuju bagian kiri jantung. Di sana darah bertemu dengan udara dan membangun sebuah 'kekuatan' sebelum diedarkan ke seluruh tubuh. Menurut Galen, sistem vena merupakan bagian yang terpisah dari sistem arteri saat mereka 'kontak' dalam pori-pori tak terlihat itu.
Namun, Ibnu Al-Nafis, berdasar pengetahuannya yang mendalam terhadap anatomi, memikirkan hal yang berbeda:
"...Darah dari kamar kanan jantung harus menuju bagian kiri jantung, namun tak ada bagian apapun yang menjembatani kedua bilik itu. Sekat tipis pada jantung tidak berlubang. Dan bukan seperti apa yang dipikirkan galen, tak ada pori-pori tersembunyi di dalam jantung. Darah dari bilik kanan harus melewati vena arteriosa (arteri paru-paru) menuju paru-paru, menyebar, berbaur dengan udara, lalu menuju arteria venosa (vena paru-paru) dan menuju bilik kiri jantung dan bentuk ini merupakan spirit vital..."
Dalam buku itu dia juga mengatakan:
"Jantung hanya memiliki dua kamar...dan antara dua bagian itu sungguh tidak saling terbuka. Dan, pembedahan juga membuktikan kebohongan yang mereka ungkapkan. Sekat antara dua bilik jantung lebih tipis dari apapun. Keuntungan yang didapat dengan adanya sekat ini adalah, darah pada bilik kanan dengan mudah menuju paru-paru, bercampung dengan udara di dalam paru-paru, kemudian didorong menuju arteria venosa ke bilik kiri dari dua bilik jantung..."
Mengenai anatomi paru-paru, Ibnu Al-Nafis menulis:
"Paru-paru terdiri dari banyak bagian, pertama adalah bronchi, kedua adalah cabang-cabang arteria venosa, dan ketiga adalah cabang-cabang vena arteriosa. Ketiganya terhubung oleh jaringan daging yang berongga."
Dia menambahkan lebih detil mengenai sirkulasi paru-paru:
"... Yang diperlukan paru-paru untuk transportasi darah menuju vena arteriosa adalah keenceran dan kehangatan pada jantung. Apa yang merembes melewati pori-pori pada cabang-cabang pembuluh menuju alveoli pada paru-paru adalah demi percampurannya dengan udara, berkombinasi dengannya, dan hasilnya memjadi sesuatu yang diperlukan di bilik kiri jantung. Yang mengantar campuran itu ke bilik kiri arteria venosa."
Kontribusi lain Ibnu Al Nafis adalah bantahannya tentang nutrisi bagi jantung. Avicenna menulis makanan jantung diekstrak dari pembuluh kecil dan didorong ke dinding. Kata Al Nafis:
"... Berbeda dengan pernyataannya (Avicenna-red) bahwa darah pada bagian kanan adalah untuk memberi makanan jantung adalah tidak benar sama sekali."
Eropa terlambat memahami
Sayangnya, pengetahuan yang sungguh penting dalam dunia kedokteran ini hanya populer di dunia medis Arab. Eropa baru mengetahuinya 300 tahun kemudian, saat Andrea Alpago dari Belluno menerjemahkan karya Al nafis itu dalam bahasa Latin tahun 1547. Kemudian, Michael Servetus menjelaskan teori sirkulasi paru-paru dalam buku teologinya yang berjudul Christianismi Restitutio pada tahun 1553. Dia menulis: "...Udara dan darah bercampur dan dikirim dari paru-paru menuju jantung melalui pembuluh arteri; bagaimanapun, percampuran itu terjadi di paru-paru. Warna cerah akan diberikan paru-paru, bukan jantung."
Dan, teori Servetus ini -- yang terkesan menjiplak Al Nafis -- dieksekusi oleh Gereja karena dianggap berlawanan dengan apa yang diajarkan oleh Galen. Konsekuensinya, ia bersama bukunya dibakar. Andreas Vesalius mengikuti jejak Servetus menerangkan teori sirkulasi paru-paru. Dalam bukunya, De Fabrica, ia menulis persis seperti apa yang diuraikan Al Nafis. Pada edisi pertama buku Vesalius (1543), ia setuju dengan pendapat Galen bahwa darah dari bilik kanan menuju bilik kiri melalui sebuah sekat tipis.
Namun pada edisi keduanya, tahun 1555, ia sedikit meralatnya dengan kalimat: "Saya masih belum melihat bagaimana sekat yang sungguh tipis itu bisa mengalirkan darah dari bilik kanan menuju bilik kiri." Pendapat itu dikuatkan oleh Realdus Colombo (1559) dalam bukunya, De re Anatomica.
Penjelasan lebih rinci dikemukakan William Harvey. Pada tahun 1628 ia mendemonstrasikan langsung observasi anatomi di laboratorium hewan. Ia menjelaskan bagaimana darah berpindah dari bilik kanan, menuju paru-paru, lalu masuk ke bilik kiri jantung melalui vena paru-paru. Ia juga menunjukkan tak ada satupun pori-pori dalam sekat interventrikular jantung.
Ia menulis dalam monografnya: "Exercitatio anatomica de motu cordis et sanguinis in animalibus: Saya mulai berpikir tentang gerakan yang sangat cepat dalam lingkaran itu. Saya menemukan kebenaran bahwa darah dipompa dalam satu hentakan dari bilik kiri didistribusikan melalui pembuluh arteri ke seluruh bagian tubuh dan kembali melalui vena dan kembali ke bilik kanan, hanya setelah terkirim ke paru-paru dari bilik kanan."
Source: Republika Online
Tulisan dalam bentuk diktat itu, merunut pada konteks waktunya, dianggap sebagai karya tulis terbaik yang merangkai secara detil topik-topik anatomi, patologi, dan fisiologi. Diktat yang belakangan diketahui sebagai karya Ibnu Al Nafis ini juga mengungkap sesuatu yang mengejutkan: deskripsi pertama di dunia mengenai sirkulasi paru-paru!
Ia menguraikan lebih jauh konsep yang dipancangkan ilmuwan sebelumnya, Galen, pada abad ke-2. Konsep sirkulasi yang dikembangkan Galen menyebut adanya 'lorong rahasia' antara dua bilik jantung. Ia menguraikan bagaimana darah mencapai bagian kanan jantung dan bergerak menuju pori-pori yang tak terlihat di cardiac septum menuju bagian kiri jantung. Di sana darah bertemu dengan udara dan membangun sebuah 'kekuatan' sebelum diedarkan ke seluruh tubuh. Menurut Galen, sistem vena merupakan bagian yang terpisah dari sistem arteri saat mereka 'kontak' dalam pori-pori tak terlihat itu.
Namun, Ibnu Al-Nafis, berdasar pengetahuannya yang mendalam terhadap anatomi, memikirkan hal yang berbeda:
"...Darah dari kamar kanan jantung harus menuju bagian kiri jantung, namun tak ada bagian apapun yang menjembatani kedua bilik itu. Sekat tipis pada jantung tidak berlubang. Dan bukan seperti apa yang dipikirkan galen, tak ada pori-pori tersembunyi di dalam jantung. Darah dari bilik kanan harus melewati vena arteriosa (arteri paru-paru) menuju paru-paru, menyebar, berbaur dengan udara, lalu menuju arteria venosa (vena paru-paru) dan menuju bilik kiri jantung dan bentuk ini merupakan spirit vital..."
Dalam buku itu dia juga mengatakan:
"Jantung hanya memiliki dua kamar...dan antara dua bagian itu sungguh tidak saling terbuka. Dan, pembedahan juga membuktikan kebohongan yang mereka ungkapkan. Sekat antara dua bilik jantung lebih tipis dari apapun. Keuntungan yang didapat dengan adanya sekat ini adalah, darah pada bilik kanan dengan mudah menuju paru-paru, bercampung dengan udara di dalam paru-paru, kemudian didorong menuju arteria venosa ke bilik kiri dari dua bilik jantung..."
Mengenai anatomi paru-paru, Ibnu Al-Nafis menulis:
"Paru-paru terdiri dari banyak bagian, pertama adalah bronchi, kedua adalah cabang-cabang arteria venosa, dan ketiga adalah cabang-cabang vena arteriosa. Ketiganya terhubung oleh jaringan daging yang berongga."
Dia menambahkan lebih detil mengenai sirkulasi paru-paru:
"... Yang diperlukan paru-paru untuk transportasi darah menuju vena arteriosa adalah keenceran dan kehangatan pada jantung. Apa yang merembes melewati pori-pori pada cabang-cabang pembuluh menuju alveoli pada paru-paru adalah demi percampurannya dengan udara, berkombinasi dengannya, dan hasilnya memjadi sesuatu yang diperlukan di bilik kiri jantung. Yang mengantar campuran itu ke bilik kiri arteria venosa."
Kontribusi lain Ibnu Al Nafis adalah bantahannya tentang nutrisi bagi jantung. Avicenna menulis makanan jantung diekstrak dari pembuluh kecil dan didorong ke dinding. Kata Al Nafis:
"... Berbeda dengan pernyataannya (Avicenna-red) bahwa darah pada bagian kanan adalah untuk memberi makanan jantung adalah tidak benar sama sekali."
Eropa terlambat memahami
Sayangnya, pengetahuan yang sungguh penting dalam dunia kedokteran ini hanya populer di dunia medis Arab. Eropa baru mengetahuinya 300 tahun kemudian, saat Andrea Alpago dari Belluno menerjemahkan karya Al nafis itu dalam bahasa Latin tahun 1547. Kemudian, Michael Servetus menjelaskan teori sirkulasi paru-paru dalam buku teologinya yang berjudul Christianismi Restitutio pada tahun 1553. Dia menulis: "...Udara dan darah bercampur dan dikirim dari paru-paru menuju jantung melalui pembuluh arteri; bagaimanapun, percampuran itu terjadi di paru-paru. Warna cerah akan diberikan paru-paru, bukan jantung."
Dan, teori Servetus ini -- yang terkesan menjiplak Al Nafis -- dieksekusi oleh Gereja karena dianggap berlawanan dengan apa yang diajarkan oleh Galen. Konsekuensinya, ia bersama bukunya dibakar. Andreas Vesalius mengikuti jejak Servetus menerangkan teori sirkulasi paru-paru. Dalam bukunya, De Fabrica, ia menulis persis seperti apa yang diuraikan Al Nafis. Pada edisi pertama buku Vesalius (1543), ia setuju dengan pendapat Galen bahwa darah dari bilik kanan menuju bilik kiri melalui sebuah sekat tipis.
Namun pada edisi keduanya, tahun 1555, ia sedikit meralatnya dengan kalimat: "Saya masih belum melihat bagaimana sekat yang sungguh tipis itu bisa mengalirkan darah dari bilik kanan menuju bilik kiri." Pendapat itu dikuatkan oleh Realdus Colombo (1559) dalam bukunya, De re Anatomica.
Penjelasan lebih rinci dikemukakan William Harvey. Pada tahun 1628 ia mendemonstrasikan langsung observasi anatomi di laboratorium hewan. Ia menjelaskan bagaimana darah berpindah dari bilik kanan, menuju paru-paru, lalu masuk ke bilik kiri jantung melalui vena paru-paru. Ia juga menunjukkan tak ada satupun pori-pori dalam sekat interventrikular jantung.
Ia menulis dalam monografnya: "Exercitatio anatomica de motu cordis et sanguinis in animalibus: Saya mulai berpikir tentang gerakan yang sangat cepat dalam lingkaran itu. Saya menemukan kebenaran bahwa darah dipompa dalam satu hentakan dari bilik kiri didistribusikan melalui pembuluh arteri ke seluruh bagian tubuh dan kembali melalui vena dan kembali ke bilik kanan, hanya setelah terkirim ke paru-paru dari bilik kanan."
Source: Republika Online
21 Januari 2009
GETARAN CAHAYA DI ATMOSFER CINTA
Ikhwahfillah yang dirahmati Allah,
Maha suci Allah yang telah menciptakan dan menghidupkan makhlukNya, sehingga mereka bisa mengenali hakekat mengapa mereka diciptakan, dan bagi yang ingkar, Allah lebih mengetahui dengan apa yang terrjadi. Pujian hanyalah milik Robb pencipta alam semesta, tiada yang layak dipuji didunia ini selain pujian kepada Allah yang selalu jaga tanpa mengenal kantuk dan lelah. kebesaranNya tiada tertandingi walaupun seluruh jin dan manusia berkumpul dan berserikat untuk menandingi kebesaranNya, itu semua tidak lebih dari pasir diantara pasir ditengah pantai.
Ketika membaca judul tulisan ini (ana tidak tahu apakah ini berupa taujih atau tausiyah), ana coba mengajak kita semua untuk mengembarakan imajinasi kita, TAPI INGAT, tetaplah berpikir positif, karena apa yang ingin ana sampaikan tidak ada hubungan dengan cintanya seorang laki-laki kepada perempuan yang bukan mahramnya, begitu juga sebaliknya. Bukan bercerita tentang seseorang yang akan menggenapkan separuh Dinnya (walimah githu lo), tapi hanya mengingatkan kita kepada jamaah kita, dalam hal ini Al Maidan.
Ikhwan dan akhwat ynag selalu istiqomah,
Kita semua yang terlibat langsung maupun tidak langsung didalam dakwah lembaga ini, pasti merasakan sesuatu perasaan yang berbeda ketika kita belum bergabung didalam barisan panjang para mujahid dakwah ini. Berupa perasaan cinta dan merasa kesepian ketika kita tidak bertemu dengan saudara kita. Itulah yang oleh ana sebut dengan Getaran Cahaya di Atmosfer Cinta.
Ketika kita berada dalam lingkungan dakwah, kita merasa tentram, nyaman, dan bahagia walaupun waktu itu kita tidak punya piti alias uang, kita merasa bahwa segala beban yang kita tanggung sendirian ketika kita masih berada dirumah terasa seperti beralih dan dirasakan jua oleh saudara kita dalam lingkungan dakwah itu. Oh betapa gembiranya hati sekiranya kita setiap saat berada dalam lingkungan ini.
Dalam sebuah riwayat disebutkan bahwa ketika Hanzalah bertemu dengan Abu Bakar dan ditanya bagaimana kabarmu ya Hanzalah? Maka Hanzalahpun menjawab”sungguh celaka, Hanzalah sekarang menjadi seorang munafik. Ditanya lagi”apa maksudmu?. Maka jawab Hanzalah”ketika kita berkumpul dengan Rasulullah, kita selalu terbayang dengan kenikmatan surga, tetapi ketika kita pulang dan berkumpul dengan keluarga kita kita terlena dengan dunia dan lupa dengan apa yang diceritakan Rasulullah.”
Ikwahfillah,
Coba kita bayangkan, hanya karena terlupakan dengan cerita Rasulullah saja, seorang sahabat seperti Hanzalah mengatakan dirinya munafik. Itulah getaran cahaya yang telah bersemi dihati kita menjadi atmosfernya cinta. Apakah kita telah merasakan seperti apa yang dirasakan oleh Hanzalah? Perasaan cinta dan sayang ketika kita berkumpul bersama dalam merajut tali ukhuwah ini, dan merasa kesepian atau rindu ketika berpisah dan menyendiri diruang kamar kita nan sepi dirumah ataupun dikos kita? Jika kita telah merasakannya, itulah getaran cahaya yang harus kita pupuk sehingga mengatmosferkan cinta. Jika belum, kembali luruskan niat. Karena keberadaan kita dalam dakwah ini tidak akan terlepas dari hal itu, jika kita niatkan hanya untuk 4JJI.
Tiada kata indah selain kata ukhuwah
Dalam sebuah jalinan persaudaraan islam
Jalinan yang abadi disisi Tuhan
Berawal dari sebuah perkenalan (Ukhuwah, Suara Persaudaraan)
Maha suci Allah yang telah menciptakan dan menghidupkan makhlukNya, sehingga mereka bisa mengenali hakekat mengapa mereka diciptakan, dan bagi yang ingkar, Allah lebih mengetahui dengan apa yang terrjadi. Pujian hanyalah milik Robb pencipta alam semesta, tiada yang layak dipuji didunia ini selain pujian kepada Allah yang selalu jaga tanpa mengenal kantuk dan lelah. kebesaranNya tiada tertandingi walaupun seluruh jin dan manusia berkumpul dan berserikat untuk menandingi kebesaranNya, itu semua tidak lebih dari pasir diantara pasir ditengah pantai.
Ketika membaca judul tulisan ini (ana tidak tahu apakah ini berupa taujih atau tausiyah), ana coba mengajak kita semua untuk mengembarakan imajinasi kita, TAPI INGAT, tetaplah berpikir positif, karena apa yang ingin ana sampaikan tidak ada hubungan dengan cintanya seorang laki-laki kepada perempuan yang bukan mahramnya, begitu juga sebaliknya. Bukan bercerita tentang seseorang yang akan menggenapkan separuh Dinnya (walimah githu lo), tapi hanya mengingatkan kita kepada jamaah kita, dalam hal ini Al Maidan.
Ikhwan dan akhwat ynag selalu istiqomah,
Kita semua yang terlibat langsung maupun tidak langsung didalam dakwah lembaga ini, pasti merasakan sesuatu perasaan yang berbeda ketika kita belum bergabung didalam barisan panjang para mujahid dakwah ini. Berupa perasaan cinta dan merasa kesepian ketika kita tidak bertemu dengan saudara kita. Itulah yang oleh ana sebut dengan Getaran Cahaya di Atmosfer Cinta.
Ketika kita berada dalam lingkungan dakwah, kita merasa tentram, nyaman, dan bahagia walaupun waktu itu kita tidak punya piti alias uang, kita merasa bahwa segala beban yang kita tanggung sendirian ketika kita masih berada dirumah terasa seperti beralih dan dirasakan jua oleh saudara kita dalam lingkungan dakwah itu. Oh betapa gembiranya hati sekiranya kita setiap saat berada dalam lingkungan ini.
Dalam sebuah riwayat disebutkan bahwa ketika Hanzalah bertemu dengan Abu Bakar dan ditanya bagaimana kabarmu ya Hanzalah? Maka Hanzalahpun menjawab”sungguh celaka, Hanzalah sekarang menjadi seorang munafik. Ditanya lagi”apa maksudmu?. Maka jawab Hanzalah”ketika kita berkumpul dengan Rasulullah, kita selalu terbayang dengan kenikmatan surga, tetapi ketika kita pulang dan berkumpul dengan keluarga kita kita terlena dengan dunia dan lupa dengan apa yang diceritakan Rasulullah.”
Ikwahfillah,
Coba kita bayangkan, hanya karena terlupakan dengan cerita Rasulullah saja, seorang sahabat seperti Hanzalah mengatakan dirinya munafik. Itulah getaran cahaya yang telah bersemi dihati kita menjadi atmosfernya cinta. Apakah kita telah merasakan seperti apa yang dirasakan oleh Hanzalah? Perasaan cinta dan sayang ketika kita berkumpul bersama dalam merajut tali ukhuwah ini, dan merasa kesepian atau rindu ketika berpisah dan menyendiri diruang kamar kita nan sepi dirumah ataupun dikos kita? Jika kita telah merasakannya, itulah getaran cahaya yang harus kita pupuk sehingga mengatmosferkan cinta. Jika belum, kembali luruskan niat. Karena keberadaan kita dalam dakwah ini tidak akan terlepas dari hal itu, jika kita niatkan hanya untuk 4JJI.
Tiada kata indah selain kata ukhuwah
Dalam sebuah jalinan persaudaraan islam
Jalinan yang abadi disisi Tuhan
Berawal dari sebuah perkenalan (Ukhuwah, Suara Persaudaraan)
KARAKTERISTIK PEJUANG AQIDAH
Islam adalah Dien para Rosul yang mencakup seluruh sisi kehidupan.Dan Aqidah merupakan bagian terpenting dari Al-Islam. Aqidah adalah ikatan paling kuat yang mengikat antara pejuang dan tujuannya dengan orang-orang sepaham dengannya. Risalah kecil ini menjelaskan karakteristik pejuang Aqidah yang wajib dimiliki bagi pejuang.
Kepribadian Pejuang Aqidah
Aqidah adalah ikatan spiritual yang mengikat seseorang dengan Rabbnya. Ia merupakan ikatan yang kukuh, yang tak tergoyahkan oleh adanya krisis materi atau penindasan manusia. Karena ia merupakan ikatan ruh dengan Haqiqat luhur dan ikatan yang terpatri dengan kemantapan hati dan pancaran pemikiran antara sang pejuang dan da'wahnya. Sungguh keliru orang yang menganggap aliran pemikiran atau ide-ide buatan manusia yang dijadikan falsafah politik dan ekonomi sebagai Aqidah, meski dalam beberapa fenomena dan tujuannya ada yang sama. Aqidah tumbuh dari ruh dan berkembang dari qalbu serta berhubungan dengan sebab-sebab samawi. Karena itu ia bersifat abadi, sebagaimana tampak keabadian Aqidah yang dibawa para Nabi dan Rasul. Dan keabadian ini tidak didapat didalam teori dan pemikiran sosial filosof dan sarjana manapun. Pejuang Aqidah adalah pejuang yang memiliki jiwa pengorbanan, yang hidup untuk al-Haq dan mati dijalan al-Haq baginya seorang pejuang Aqidah, Aqidah adalah segala- galanya. Aqidah adalah thabi'ah bukan ilmu, syu'ur bukan falsafah dan khuluq bukan ide, sebab hatilah yang menangkap pengetahuan samawi dan memancarkan dorongan-dorongan luhur; dorongan kebaikan antara fenomena jiwa Insaniyah. Akal hanyalah gambaran pemikiran yang serba terbatas dan dengan akal semata orang tidak cukup untuk mengeta hui haqiqat luhur. Akal, dalam keterbatasannya itu, akan merasakan kepuasan yang dalam bila dengan Aqidah. Aqidah adalah ikatan paling kuat yang mengikat antara pejuang dan tujuannya dengan orang-orang yang sefaham dengannya. " Tidak ada ikatan yang paling kuat selain ikatan Aqidah dan tidak ada Aqidah yang paling kuat selain Islam," demikian Imam Hasan al-Banna menyatakan.
Islam Aqidah Menyeluruh
Islam adalah dien para Rasul yang mencakup seluruh sisi kehidupan. Barangkali karakter dan tujuan Islam dapat diungkapkan dalam dua kata: tawhid dan wihdah atau iman dan ishlah. Pengertian ini dapat kita tangkap dari sabda Rasulullah SAW ketika beliau ditanya seorang Arab Badawi:
"Tunjukkan aku pada sesuatu didalam Islam yang aku tidak akan menanyakan didalamnya kepada siapapun setelah engkau." Rasulullah SAW bersabda, "Katakan: Aku beriman kepada Allah, kemudian istiqamalah".
Islam yang hanif ini datang dengan membawa sistem sosial yang sempurna yang mengatur milik pribadi, kehidupan keluarga, hubungan kemasyarakatan, dasar-dasar kenegaraan, faktor-faktor kesatuan dan politik dunia. Sistem tersebut melahirkan dasar-dasar kerohanian yang sangat bijak, di dalamnya menyatu nilai-nilai luhur dan Kenyataan yang berhubungan erat dengan alam manusia, sehingga dari dasar-dasar teoritis ini beralih menjadi amal harian rutin yang mudah tanpa ada rasa keterpaksaan dan keengganan. Allah berfirman:
"Allah tidak hendak menyulitkan kamu, tetapi Dia hendak membersihkan kamu dan menyempurnakan ni'matNya bagimu supaya kamu bersyukur." (QS. al-Ma'idah: 6)
Islam menegakkan Dawlah ideal yang kukuh dan kuat Daulah Islamiyah ibarat satu bangunan yang kukuh tinggi yang tegak diatas fondasi yang kuat, empat tembok,atap dan pagar. Pondasinya ialah Ma'rifatullah dan Tauhid.
Temboknya yang empat terdiri atas:
1. Ibadah
Terutama shalat sebagai mi'raj seorang Muslim kepada Rabbnya dan merupakan tiang Islam pertama. Dengan shalat manusia dapat berhubungan dengan Rabbnya.Ia adalah perjalanan spiritual yang dimulai dengan takbir dan diakhiri dengan salam. Ibadah adalah tujuan diciptakan manusia dan sebab eksistensinya. Firman Allah:
"Dan tidak Aku ciptakan jin dan manusia melainkan agar mereka beribadat kepada-Ku" (QS. al-Dzariyat: 56).
2. Ilmu
Islam mendorong manusia supaya menuntut dan mendalami ilmu pengetahuan. Atas dasar ilmu manusia mendapatkan keutamaan dan keistimewaan. Allah berfirman:
"Allah meninggikan orang-orang beriman dari kamu sekalian dan orang-orang yang diberi ilmu beberapa dera jat." (QS. al-mujadalah: 11)
Dengan ilmu orang dapat meraih dunia dan akhirat sekaligus sebagaimana dikatakan Imam Syafi'i "Barangsiapa menghendaki dunia, maka ia harus dengan Ilmu dan barangsiapa menghendaki akhirat, maka ia harus dengan ilmu. Dan barangsiapa menghendaki keduanya, maka ia harus dengan ilmu."
3. Ukhuwwah
Ia adalah ikatan yang paling kuat yang mengikat seluruh kaum Mu'minin dan menjaga mereka dari keterpecahbelahan serta menyatukan hati mereka. Dengan ukhuwwah, kaum Mu'minin menjadi seperti bangunan yang tersusun rapih antara satu sama lainnya saling menguatkan. Firman Allah:
"Sesungguhnya orang-orang Mu'min itu bersaudara." ( QS. al-Hujurat: 10)
4. Tasyri'
Tasyri' adalah dasar-dasar yang harus diiltizami ummat dan diikuti manhajnya. Tasyri'lah yang memelihara eksis tensi ummat dan menentukan arah serta meluruskan jalannya. Firman Allah: "Kemudian Kami jadikan kamu berada diatas satu syari'- at dari urusan (dien) itu, maka ikutilah syariat itu dan janganlah kamu ikuti hawa nafsu orang-orang yang tidak mengetahui." (QS. al-Jatsiyah: 18) Atap yang menjadikan tembok yang empat ini kukuh ada lah hukum (pemerintahan). Ia adalah kekuatan pelaksana dan pengarah. Di dalam sebuah atsar dikatakan: "Sesungguhnya Allah memberi dengan kekuasaan apa-apa yang tidak diberikan dengan Qur'an." Dalam sebuah hadits dinyatakan: "Ikatan Islam akan terurai satu demi satu, pertamanya dengan menetang hukum (pemerintahan) dan akhirnya (me ninggalkan) shalat." Hasan Bishri berkata: "Jika da'wah ini (kewajiban) bagiku, niscaya ia (juga kewajiban) bagi penguasa. Sebab, Allah memperbaiki ba nyak akhlaq dengan perbaikannya." Sedangkan pagar yang melindungi bangunan Islam adalah Jihad.Ia merupakan penjaga terpercaya yang dapat melin dunginya. Firman Allah: "Diwajibkan atas kamu berperang, padahalberperang itu salah satu yang kamu benci." (QS. al-Baqarah: 216) "Sesungguhnya orang-orang Mu'min itu ialah orang yang beriman dengan Allah dan Rasul-Nya kemudian mereka ti dak ragu-ragu dan berjihad dengan harta dan jiwa mere ka dijalan Allah. Mereka itulah orang-orang yang be- nar." (QS. al-Hujurat:15) Sehubungan dengan hal-hal tersebut imperialis dan an- tek-anteknya berusaha keras meruntuhkan da'wah Islam. *Mereka meruntuhkan Ibadah dengan cara mendirikan dan menggalakkan perjudian, permainan dan kebejatan. *Mereka mencoba meruntuhkan Ilmu dengan cara merusak sistem pendidikan dan pengajaran serta terlalu memen- tingkan kulit dan mengabaikan intinya. *Mereka menghancurkan ukhuwwah dengan cara menumbuhkan partai-partai politik. *Mereka memerangi hukum Islam dengan cara menerapkan undang-undang buatan manusia. Pokoknya kaum imperialis itu memerangi seluruh aspek Islam sampai Islam hanya menjadi acara ritual dimasjid masjid dan dijadikan alat melegimitasi program-program penguasa. Para penguasa kaum Muslimin dewasa ini meren dahkan Islam. Mereka menipu orang-orang awam dan melem par Islam dari kekuatan politik dan perundang-undangan Bahkan ada diantara orang-orang yang disebut sebagai cendekiawan Muslim yang begitu bersemangat meruntuhkan beberapa aspek Islam, seperti dikatakan bahwa Islam ti dak mempunyai konsep tentang masalah- masalah sosial dan lain semacamnya. Begitulah, Islam diperangi dari dalam dari luar. Namun Islam, sebagai kekuatan al-Haq, akan menang sebagaima- na pernah menang terhadap rongrongan Abu Jahal dan Ib- nu Ubay.Islam akan menang menghadapi serbuan musuh dan tipu daya Munafiqin dari dalam. Islam akan kembali se bagai sesuatu yang asing seperti ia pertama kali data- ng. Maka berbahagialah orang-orang yang termasuk Ghuru ba, sebagaimana diisyaratkan Rasulullah SAW dalam ha- ditsnya. Siapa Ghuruba termaksud? ialah para pejuang Aqidah disepanjang masa dan disetiap generasi. Mereka adalah Haqiqat yang senantiasa diperangi para pembela kesesatan dan Nur yang selalu dirongrong para pembela kegelapan. Firman Allah: "Mereka itulah orang-orang yang diberi petunjuk oleh Allah, maka ikutilah petunjuk mereka"(QS.al-An'am:90)
Kepribadian Pejuang Aqidah
Aqidah adalah ikatan spiritual yang mengikat seseorang dengan Rabbnya. Ia merupakan ikatan yang kukuh, yang tak tergoyahkan oleh adanya krisis materi atau penindasan manusia. Karena ia merupakan ikatan ruh dengan Haqiqat luhur dan ikatan yang terpatri dengan kemantapan hati dan pancaran pemikiran antara sang pejuang dan da'wahnya. Sungguh keliru orang yang menganggap aliran pemikiran atau ide-ide buatan manusia yang dijadikan falsafah politik dan ekonomi sebagai Aqidah, meski dalam beberapa fenomena dan tujuannya ada yang sama. Aqidah tumbuh dari ruh dan berkembang dari qalbu serta berhubungan dengan sebab-sebab samawi. Karena itu ia bersifat abadi, sebagaimana tampak keabadian Aqidah yang dibawa para Nabi dan Rasul. Dan keabadian ini tidak didapat didalam teori dan pemikiran sosial filosof dan sarjana manapun. Pejuang Aqidah adalah pejuang yang memiliki jiwa pengorbanan, yang hidup untuk al-Haq dan mati dijalan al-Haq baginya seorang pejuang Aqidah, Aqidah adalah segala- galanya. Aqidah adalah thabi'ah bukan ilmu, syu'ur bukan falsafah dan khuluq bukan ide, sebab hatilah yang menangkap pengetahuan samawi dan memancarkan dorongan-dorongan luhur; dorongan kebaikan antara fenomena jiwa Insaniyah. Akal hanyalah gambaran pemikiran yang serba terbatas dan dengan akal semata orang tidak cukup untuk mengeta hui haqiqat luhur. Akal, dalam keterbatasannya itu, akan merasakan kepuasan yang dalam bila dengan Aqidah. Aqidah adalah ikatan paling kuat yang mengikat antara pejuang dan tujuannya dengan orang-orang yang sefaham dengannya. " Tidak ada ikatan yang paling kuat selain ikatan Aqidah dan tidak ada Aqidah yang paling kuat selain Islam," demikian Imam Hasan al-Banna menyatakan.
Islam Aqidah Menyeluruh
Islam adalah dien para Rasul yang mencakup seluruh sisi kehidupan. Barangkali karakter dan tujuan Islam dapat diungkapkan dalam dua kata: tawhid dan wihdah atau iman dan ishlah. Pengertian ini dapat kita tangkap dari sabda Rasulullah SAW ketika beliau ditanya seorang Arab Badawi:
"Tunjukkan aku pada sesuatu didalam Islam yang aku tidak akan menanyakan didalamnya kepada siapapun setelah engkau." Rasulullah SAW bersabda, "Katakan: Aku beriman kepada Allah, kemudian istiqamalah".
Islam yang hanif ini datang dengan membawa sistem sosial yang sempurna yang mengatur milik pribadi, kehidupan keluarga, hubungan kemasyarakatan, dasar-dasar kenegaraan, faktor-faktor kesatuan dan politik dunia. Sistem tersebut melahirkan dasar-dasar kerohanian yang sangat bijak, di dalamnya menyatu nilai-nilai luhur dan Kenyataan yang berhubungan erat dengan alam manusia, sehingga dari dasar-dasar teoritis ini beralih menjadi amal harian rutin yang mudah tanpa ada rasa keterpaksaan dan keengganan. Allah berfirman:
"Allah tidak hendak menyulitkan kamu, tetapi Dia hendak membersihkan kamu dan menyempurnakan ni'matNya bagimu supaya kamu bersyukur." (QS. al-Ma'idah: 6)
Islam menegakkan Dawlah ideal yang kukuh dan kuat Daulah Islamiyah ibarat satu bangunan yang kukuh tinggi yang tegak diatas fondasi yang kuat, empat tembok,atap dan pagar. Pondasinya ialah Ma'rifatullah dan Tauhid.
Temboknya yang empat terdiri atas:
1. Ibadah
Terutama shalat sebagai mi'raj seorang Muslim kepada Rabbnya dan merupakan tiang Islam pertama. Dengan shalat manusia dapat berhubungan dengan Rabbnya.Ia adalah perjalanan spiritual yang dimulai dengan takbir dan diakhiri dengan salam. Ibadah adalah tujuan diciptakan manusia dan sebab eksistensinya. Firman Allah:
"Dan tidak Aku ciptakan jin dan manusia melainkan agar mereka beribadat kepada-Ku" (QS. al-Dzariyat: 56).
2. Ilmu
Islam mendorong manusia supaya menuntut dan mendalami ilmu pengetahuan. Atas dasar ilmu manusia mendapatkan keutamaan dan keistimewaan. Allah berfirman:
"Allah meninggikan orang-orang beriman dari kamu sekalian dan orang-orang yang diberi ilmu beberapa dera jat." (QS. al-mujadalah: 11)
Dengan ilmu orang dapat meraih dunia dan akhirat sekaligus sebagaimana dikatakan Imam Syafi'i "Barangsiapa menghendaki dunia, maka ia harus dengan Ilmu dan barangsiapa menghendaki akhirat, maka ia harus dengan ilmu. Dan barangsiapa menghendaki keduanya, maka ia harus dengan ilmu."
3. Ukhuwwah
Ia adalah ikatan yang paling kuat yang mengikat seluruh kaum Mu'minin dan menjaga mereka dari keterpecahbelahan serta menyatukan hati mereka. Dengan ukhuwwah, kaum Mu'minin menjadi seperti bangunan yang tersusun rapih antara satu sama lainnya saling menguatkan. Firman Allah:
"Sesungguhnya orang-orang Mu'min itu bersaudara." ( QS. al-Hujurat: 10)
4. Tasyri'
Tasyri' adalah dasar-dasar yang harus diiltizami ummat dan diikuti manhajnya. Tasyri'lah yang memelihara eksis tensi ummat dan menentukan arah serta meluruskan jalannya. Firman Allah: "Kemudian Kami jadikan kamu berada diatas satu syari'- at dari urusan (dien) itu, maka ikutilah syariat itu dan janganlah kamu ikuti hawa nafsu orang-orang yang tidak mengetahui." (QS. al-Jatsiyah: 18) Atap yang menjadikan tembok yang empat ini kukuh ada lah hukum (pemerintahan). Ia adalah kekuatan pelaksana dan pengarah. Di dalam sebuah atsar dikatakan: "Sesungguhnya Allah memberi dengan kekuasaan apa-apa yang tidak diberikan dengan Qur'an." Dalam sebuah hadits dinyatakan: "Ikatan Islam akan terurai satu demi satu, pertamanya dengan menetang hukum (pemerintahan) dan akhirnya (me ninggalkan) shalat." Hasan Bishri berkata: "Jika da'wah ini (kewajiban) bagiku, niscaya ia (juga kewajiban) bagi penguasa. Sebab, Allah memperbaiki ba nyak akhlaq dengan perbaikannya." Sedangkan pagar yang melindungi bangunan Islam adalah Jihad.Ia merupakan penjaga terpercaya yang dapat melin dunginya. Firman Allah: "Diwajibkan atas kamu berperang, padahalberperang itu salah satu yang kamu benci." (QS. al-Baqarah: 216) "Sesungguhnya orang-orang Mu'min itu ialah orang yang beriman dengan Allah dan Rasul-Nya kemudian mereka ti dak ragu-ragu dan berjihad dengan harta dan jiwa mere ka dijalan Allah. Mereka itulah orang-orang yang be- nar." (QS. al-Hujurat:15) Sehubungan dengan hal-hal tersebut imperialis dan an- tek-anteknya berusaha keras meruntuhkan da'wah Islam. *Mereka meruntuhkan Ibadah dengan cara mendirikan dan menggalakkan perjudian, permainan dan kebejatan. *Mereka mencoba meruntuhkan Ilmu dengan cara merusak sistem pendidikan dan pengajaran serta terlalu memen- tingkan kulit dan mengabaikan intinya. *Mereka menghancurkan ukhuwwah dengan cara menumbuhkan partai-partai politik. *Mereka memerangi hukum Islam dengan cara menerapkan undang-undang buatan manusia. Pokoknya kaum imperialis itu memerangi seluruh aspek Islam sampai Islam hanya menjadi acara ritual dimasjid masjid dan dijadikan alat melegimitasi program-program penguasa. Para penguasa kaum Muslimin dewasa ini meren dahkan Islam. Mereka menipu orang-orang awam dan melem par Islam dari kekuatan politik dan perundang-undangan Bahkan ada diantara orang-orang yang disebut sebagai cendekiawan Muslim yang begitu bersemangat meruntuhkan beberapa aspek Islam, seperti dikatakan bahwa Islam ti dak mempunyai konsep tentang masalah- masalah sosial dan lain semacamnya. Begitulah, Islam diperangi dari dalam dari luar. Namun Islam, sebagai kekuatan al-Haq, akan menang sebagaima- na pernah menang terhadap rongrongan Abu Jahal dan Ib- nu Ubay.Islam akan menang menghadapi serbuan musuh dan tipu daya Munafiqin dari dalam. Islam akan kembali se bagai sesuatu yang asing seperti ia pertama kali data- ng. Maka berbahagialah orang-orang yang termasuk Ghuru ba, sebagaimana diisyaratkan Rasulullah SAW dalam ha- ditsnya. Siapa Ghuruba termaksud? ialah para pejuang Aqidah disepanjang masa dan disetiap generasi. Mereka adalah Haqiqat yang senantiasa diperangi para pembela kesesatan dan Nur yang selalu dirongrong para pembela kegelapan. Firman Allah: "Mereka itulah orang-orang yang diberi petunjuk oleh Allah, maka ikutilah petunjuk mereka"(QS.al-An'am:90)
17 Januari 2009
IDEAS TO ENCOURAGE STUDENT RETENTION
The following ideas are a product of a faculty seminar at Jefferson Community College, Kentucky. Sixty-three ideas are presented for faculty use in dealing with retention/attrition. The 63 ideas are subdivided into four general categories.
Faculty/Student Interaction
This category contains elements directly related to the affective domain of student growth brought about by faculty/student interaction. Psych, ego, individual worth are all intricately bound within this framework.
1. Learn the name of each student as quickly as possible and use the student's name in class. Based upon the atmosphere you want to create:
a. Call on students by their first names.
b. Call on students by using Mr., Mrs., Miss, Ms.
2. Tell the students by what name and title you prefer to be called (Prof., Dr., Mr., Mrs., Miss, Ms, First Name).
3. At the end of each class period, ask one student to stay for a minute to chat (compliment on something: tell student you missed him/her if absent, etc.).
4. Instead of returning tests, quizzed, themes in class, ask students to stop by your office to pick them up. This presents an opportunity to talk informally with students.
5. Call students on the telephone if they are absent. Make an appointment with them to discuss attendance, make-up work, etc.
6. Get feedback periodically from students (perhaps a select few) on their perceptions of your attitudes toward them, your personal involvement, etc.
7. Socialize with students as your "style" permits by attending their clubs or social activities, by having lunch with them, by walking with them between classes, etc.
8. Conduct a personal interview with all students sometime during the semester.
9. Provide positive reinforcement whenever possible; give students a respectful answer to any question they might ask.
10. Listen intently to students' comments and opinions. By using a "lateral thinking technique" (adding to ideas rather than dismissing them), students feel that their ideas, comments, and opinions are worthwhile.
11. Be aware of the difference between students' classroom mistakes and their personal successes/failures.
12. Be honest about your feelings, opinions, and attitudes toward students and toward the subject matter. Don't be afraid to admit that you don't know all the answers. If a student tells you something in confidence, respect that confidence. Avoid making value judgments (verbally or non-verbally) about these confidences.
13. Lend some of your books (reference) to students and borrow some of theirs in return. You can initiate the process by saying, "I've just read a great book on _______, would anyone like to borrow it?"
14. Give your telephone number to students and the location of your office.
15. A first class meeting, pair up the students and have them get acquainted with one another. Switch partners every five (5) minutes.
16. Have the students establish a "buddy" system for absences, work missed, assignments, tutoring, etc. Exchange telephone numbers; pair them by majors or geographical proximity.
General Classroom Management
This section focuses literally on the day-to-day operations of your classes. The items as a group emphasize planning, orderliness, and general good sense.
1. Circulate around the class as you talk or ask questions. This movement creates a physical closeness to the students. Avoid standing behind the lectern or sitting behind the desk for the entire period. Do not allow the classroom to set up artificial barriers between you and the students.
2. Give each student a mid-term grade and indicate what each student must do to improve.
3. Tell the students (orally and in writing) what your attendance policy is. Make them aware of your deep concern for attendance and remind them periodically of the policy and the concern.
4. Conduct a full instructional period on the first day of classes. This activity sets a positive tone for the learning environment you want to set. Engage in some of the interpersonal activities listed elsewhere.
5. List and discuss your course objectives on the first day. Let students know how your course can fit in with their personal/career goals. Discuss some of the fears, apprehensions that both you and the students have. Tell them what they should expect of you and how you will contribute to their learning.
6. Let students know that the learning resources you use in class (slides, tapes, films) are available to them outside of class. Explain the procedures to secure the material, and take them to the area.
7. Have students fill out an index card with name, address, telephone number, goals, and other personal information you think is important.
8. If the subject matter is appropriate, use a pre-test to determine their knowledge, background, expertise, etc.
9. Return tests, quizzes, and papers as soon as possible. Write comments (+ and -) when appropriate.
10. Vary your instructional techniques (lecture, discussion, debate, small groups, films, etc.).
11. When you answer a student's question, be sure he/she understands your answer. Make the student repeat the answer in his/her own words.
12. Get to class before the students arrive; be the last one to leave.
13. Use familiar examples in presenting materials. If you teach rules, principles, definitions, and theorems, explicate these with concrete examples that students can understand.
14. If you had to miss a class, explain why and what you will do to make up the time and/or materials.
15. Clarify and have students understand what is acceptable and unacceptable behavior in a classroom. Be consistent in enforcing your rules.
16. Good eye contact with students is extremely important both in and out of class.
17. Allow students to switch classes if work schedules changes or other salient reasons develop. Cooperate with colleague if he/she makes such a request.
18. Be prepared to use an alternate approach if the one you've chosen seems to bog down. You should be confident enough with your own material so that student interests and concerns, not lecture notes, determine the format of instruction.
19. Throughout the course, but particularly during the crucial first class sessions:
a. stress a positive "you can handle it" attitude
b. emphasize your willingness to give individual help
c. point out the relevancy of your subject matter to the concerns and goals of your students
d. capitalize on opportunities to praise the abilities and contributions of students whose status in the course is in doubt; well-timed encouragement could mean the difference between retention and attrition
e. utilize a variety of instructional methods, drawing on appropriate audio-visual aids as much as possible
f. urge students to talk to you about problems, such as changes in work schedule, before dropping your course. Alternate arrangements can often be made.
20. Distribute an outline of your lecture notes before class starts. This approach assists students in organizing the material you are presenting.
21. If you require a term paper or research paper, you should take the responsibility of arranging a library orientation. Librarians would be happy to cooperate.
22. Have the counselors visit your classes to foster an awareness of counseling.
Student-Initiated Activities
This category is based on the premise that peer influence can play a substantial role in student success. Age differences, personality differences, and skill differences can be utilized to produce positive results if you can get the students to work with one another.
1. Have students read one another's papers before they turn them in. This activity could help them locate one another's errors before being graded.
2. If the class lends itself to a field trip, have the students plan it and make some or all of the arrangements.
3. Ask students to submit sample test questions (objective or subjective) prior to a test. The class itself can compose a test or quiz based on your objectives.
4. Create opportunities for student leaders to emerge in class. Use their leadership skills to improve student performance.
5. If students are receiving tutoring help, ask them to report the content and results of their tutoring.
6. Have students set specific goals for themselves throughout the semester in terms of their learning and what responsibilities they will undertake.
Faculty-Initiated Activities
This section presents the greatest challenge to the ability and creativity of each faculty member. You must take the initiative to implement these suggestions, to test them, and to device them.
1. Utilize small group discussions in class whenever feasible.
2. Take the initiative to contact and meet with students who are doing poor work. Be especially cognizant of the "passive" student, one who comes to class, sits quietly, does not participate, but does poorly on tests, quizzes, etc.
3. Encourage students who had the first part of a course to be in the second part together. Try to schedule the same time slot for the second course.
4. Ask the Reading faculty to do a "readability study" of the texts you use in your classroom.
5. Develop library/supplementary reading lists which complement course content. Select books at various reading levels.
6. Use your background, experience, and knowledge to inter-relate your subject matter with other academic disciplines.
7. Throughout the semester, have students submit topics that they would like to cover or discuss.
8. Take students on a mini-tour of the learning resources center, reading/study skills area, counseling center, etc. If a particular student needs reading/study skills help, don't send him/her, TAKE him/her.
9. Work with your division counselor to discuss procedures to follow-up absentees, failing students, etc.
10. Use your imagination to devise ways to reinforce positively student accomplishments. Try to avoid placing students in embarrassing situations, particularly in class.
11. Create situations in which students can help you (get a book for you from library, look up some reference material, conduct a class research project).
12. Set up special tutoring sessions and extra classes. Make these activities mandatory, especially for students who are doing poorly.
13. Confer with other faculty members who have the same students in class. Help reinforce one another.
14. Look at your record book periodically to determine student progress (inform them) and determine if you know anything about that student other than his/her grades.
15. Team teach a class with a colleague or switch classes for a period or two. Invite a guest lecturer to class.
16. Use the library reference shelf for some of your old tests and quizzes. Tell the students that you will use some questions from the old tests in their next test.
17. Engage in periodic (weekly) self-evaluation of each class. What was accomplished this past week? How did students react?
At mid-term and at final exam, your last test question should ask if a student is going to continue at the college or drop out at the end of the semester. If a potential drop-out is identified, you can advise the student to work with the division counselor.
Faculty/Student Interaction
This category contains elements directly related to the affective domain of student growth brought about by faculty/student interaction. Psych, ego, individual worth are all intricately bound within this framework.
1. Learn the name of each student as quickly as possible and use the student's name in class. Based upon the atmosphere you want to create:
a. Call on students by their first names.
b. Call on students by using Mr., Mrs., Miss, Ms.
2. Tell the students by what name and title you prefer to be called (Prof., Dr., Mr., Mrs., Miss, Ms, First Name).
3. At the end of each class period, ask one student to stay for a minute to chat (compliment on something: tell student you missed him/her if absent, etc.).
4. Instead of returning tests, quizzed, themes in class, ask students to stop by your office to pick them up. This presents an opportunity to talk informally with students.
5. Call students on the telephone if they are absent. Make an appointment with them to discuss attendance, make-up work, etc.
6. Get feedback periodically from students (perhaps a select few) on their perceptions of your attitudes toward them, your personal involvement, etc.
7. Socialize with students as your "style" permits by attending their clubs or social activities, by having lunch with them, by walking with them between classes, etc.
8. Conduct a personal interview with all students sometime during the semester.
9. Provide positive reinforcement whenever possible; give students a respectful answer to any question they might ask.
10. Listen intently to students' comments and opinions. By using a "lateral thinking technique" (adding to ideas rather than dismissing them), students feel that their ideas, comments, and opinions are worthwhile.
11. Be aware of the difference between students' classroom mistakes and their personal successes/failures.
12. Be honest about your feelings, opinions, and attitudes toward students and toward the subject matter. Don't be afraid to admit that you don't know all the answers. If a student tells you something in confidence, respect that confidence. Avoid making value judgments (verbally or non-verbally) about these confidences.
13. Lend some of your books (reference) to students and borrow some of theirs in return. You can initiate the process by saying, "I've just read a great book on _______, would anyone like to borrow it?"
14. Give your telephone number to students and the location of your office.
15. A first class meeting, pair up the students and have them get acquainted with one another. Switch partners every five (5) minutes.
16. Have the students establish a "buddy" system for absences, work missed, assignments, tutoring, etc. Exchange telephone numbers; pair them by majors or geographical proximity.
General Classroom Management
This section focuses literally on the day-to-day operations of your classes. The items as a group emphasize planning, orderliness, and general good sense.
1. Circulate around the class as you talk or ask questions. This movement creates a physical closeness to the students. Avoid standing behind the lectern or sitting behind the desk for the entire period. Do not allow the classroom to set up artificial barriers between you and the students.
2. Give each student a mid-term grade and indicate what each student must do to improve.
3. Tell the students (orally and in writing) what your attendance policy is. Make them aware of your deep concern for attendance and remind them periodically of the policy and the concern.
4. Conduct a full instructional period on the first day of classes. This activity sets a positive tone for the learning environment you want to set. Engage in some of the interpersonal activities listed elsewhere.
5. List and discuss your course objectives on the first day. Let students know how your course can fit in with their personal/career goals. Discuss some of the fears, apprehensions that both you and the students have. Tell them what they should expect of you and how you will contribute to their learning.
6. Let students know that the learning resources you use in class (slides, tapes, films) are available to them outside of class. Explain the procedures to secure the material, and take them to the area.
7. Have students fill out an index card with name, address, telephone number, goals, and other personal information you think is important.
8. If the subject matter is appropriate, use a pre-test to determine their knowledge, background, expertise, etc.
9. Return tests, quizzes, and papers as soon as possible. Write comments (+ and -) when appropriate.
10. Vary your instructional techniques (lecture, discussion, debate, small groups, films, etc.).
11. When you answer a student's question, be sure he/she understands your answer. Make the student repeat the answer in his/her own words.
12. Get to class before the students arrive; be the last one to leave.
13. Use familiar examples in presenting materials. If you teach rules, principles, definitions, and theorems, explicate these with concrete examples that students can understand.
14. If you had to miss a class, explain why and what you will do to make up the time and/or materials.
15. Clarify and have students understand what is acceptable and unacceptable behavior in a classroom. Be consistent in enforcing your rules.
16. Good eye contact with students is extremely important both in and out of class.
17. Allow students to switch classes if work schedules changes or other salient reasons develop. Cooperate with colleague if he/she makes such a request.
18. Be prepared to use an alternate approach if the one you've chosen seems to bog down. You should be confident enough with your own material so that student interests and concerns, not lecture notes, determine the format of instruction.
19. Throughout the course, but particularly during the crucial first class sessions:
a. stress a positive "you can handle it" attitude
b. emphasize your willingness to give individual help
c. point out the relevancy of your subject matter to the concerns and goals of your students
d. capitalize on opportunities to praise the abilities and contributions of students whose status in the course is in doubt; well-timed encouragement could mean the difference between retention and attrition
e. utilize a variety of instructional methods, drawing on appropriate audio-visual aids as much as possible
f. urge students to talk to you about problems, such as changes in work schedule, before dropping your course. Alternate arrangements can often be made.
20. Distribute an outline of your lecture notes before class starts. This approach assists students in organizing the material you are presenting.
21. If you require a term paper or research paper, you should take the responsibility of arranging a library orientation. Librarians would be happy to cooperate.
22. Have the counselors visit your classes to foster an awareness of counseling.
Student-Initiated Activities
This category is based on the premise that peer influence can play a substantial role in student success. Age differences, personality differences, and skill differences can be utilized to produce positive results if you can get the students to work with one another.
1. Have students read one another's papers before they turn them in. This activity could help them locate one another's errors before being graded.
2. If the class lends itself to a field trip, have the students plan it and make some or all of the arrangements.
3. Ask students to submit sample test questions (objective or subjective) prior to a test. The class itself can compose a test or quiz based on your objectives.
4. Create opportunities for student leaders to emerge in class. Use their leadership skills to improve student performance.
5. If students are receiving tutoring help, ask them to report the content and results of their tutoring.
6. Have students set specific goals for themselves throughout the semester in terms of their learning and what responsibilities they will undertake.
Faculty-Initiated Activities
This section presents the greatest challenge to the ability and creativity of each faculty member. You must take the initiative to implement these suggestions, to test them, and to device them.
1. Utilize small group discussions in class whenever feasible.
2. Take the initiative to contact and meet with students who are doing poor work. Be especially cognizant of the "passive" student, one who comes to class, sits quietly, does not participate, but does poorly on tests, quizzes, etc.
3. Encourage students who had the first part of a course to be in the second part together. Try to schedule the same time slot for the second course.
4. Ask the Reading faculty to do a "readability study" of the texts you use in your classroom.
5. Develop library/supplementary reading lists which complement course content. Select books at various reading levels.
6. Use your background, experience, and knowledge to inter-relate your subject matter with other academic disciplines.
7. Throughout the semester, have students submit topics that they would like to cover or discuss.
8. Take students on a mini-tour of the learning resources center, reading/study skills area, counseling center, etc. If a particular student needs reading/study skills help, don't send him/her, TAKE him/her.
9. Work with your division counselor to discuss procedures to follow-up absentees, failing students, etc.
10. Use your imagination to devise ways to reinforce positively student accomplishments. Try to avoid placing students in embarrassing situations, particularly in class.
11. Create situations in which students can help you (get a book for you from library, look up some reference material, conduct a class research project).
12. Set up special tutoring sessions and extra classes. Make these activities mandatory, especially for students who are doing poorly.
13. Confer with other faculty members who have the same students in class. Help reinforce one another.
14. Look at your record book periodically to determine student progress (inform them) and determine if you know anything about that student other than his/her grades.
15. Team teach a class with a colleague or switch classes for a period or two. Invite a guest lecturer to class.
16. Use the library reference shelf for some of your old tests and quizzes. Tell the students that you will use some questions from the old tests in their next test.
17. Engage in periodic (weekly) self-evaluation of each class. What was accomplished this past week? How did students react?
At mid-term and at final exam, your last test question should ask if a student is going to continue at the college or drop out at the end of the semester. If a potential drop-out is identified, you can advise the student to work with the division counselor.
14 Januari 2009
SITUS INFOPALESTINA DIBLOKIR KELOMPOK PRO ZIONIS
kispa.org - Ramallah/Gaza –Para penduduk Palestina di Tepi Barat dan Jalur Gaza mengeluhkan tentang susahnya mereka mengakses situs infopalestina yang berbahasa Arab. Hal itu dikarenakan aksi blokir tekhnologi yang dilakukan atas situs internet dengan tujuan melarang masyarakat Palestina untuk membukanya.
Di Tepi Barat dan Jalur Gaza, penduduk Palestina disana menyampaikan kekecewaannya karena sejak Ahad (14/10/07) mereka tidak bisa mengakses situs infopalestina berbahasa Arab begitu juga dengan Forum Dialog Palestina, dikarenakan aksi pemblokiran.
Pengawas media lokal di Tepi Barat menyebutkan bahwa pemblokiran itu dalam rangkaian gerakan melawan dan mengekang kebebasan pers dengan tujuan agar berita tentang kondisi riil di lapangan dan politik di Palestina tidak terakses di kalangan masyarakat Palestina.
Di level politik misalnya, sekarang ini tengah terjadi pertemuan-pertemuan intensif antara pejabat Otoritas Palestina (OP) dengan pihak Zionis Israel. Selanjutnya kontak-kontak untuk mempersiapkan konferensi musim gugur tentang perdamaian Timur Tengah yang digagas oleh Presiden AS George Bush terus ditingkatkan.
Di lapangan, terlihat jelas aksi-aksi penangkapan dan penyanderaan yang dilakukan oleh aparat keamanan Mahmud Abbas terhadap penduduk Palestina dan lembaga-lembaga sosial lainnya, berbarengan dengan aksi-aksi penangkapan dan kejahatan yang dilakukan oleh pihak Zionis Israel kepada rakyat dan bangsa Palestina, khususnya di Tepi Barat.
Sebelumnya, aparat yang dikendalikan oleh OP di Ramallah dan pemerintah illegal yang dikendalikan Salam Fayyadh, telah melakukan langkah-langkah yang tujuannya untuk mengekang kebebasan pers, seperti kebijakan yang mengekang kepada televisi pemerintah dan koran harian.
Dalam perkembangan terbaru, pengekangan itu sampai pada batas menekan kepada kampus-kampus di Palestina untuk melarang mahasiswanya mengakses situs-situs berita dan informasi yang mendukung konsep perlawanan total yang bertolak belakang dengan konsep yang dianut pemerintahan di Tepi Barat. Pihak manajemen kampus Universitas an-Najah di Nablus yang dekat dengan OP misalnya, baru-baru ini melarang mengakses sejumlah website karena latarbelakang seperti itu. Termasuk dua situs, palestine-info.info/ar (infopalestina yang berbahasa Arab) dan paldf.net/forum (forum dialog Palestina). Langkah baru ini tentunya membuat para mahasiswa dan gerakan-gerakan aksi kemahasiswaan lainnya mengecam langkah sembrono tersebut.
Sekedar info saja, bahwa situs Pusat Informasi Palestina di internet ini termasuk website informasi Palestina yang paling top dan jaringannya paling luas. Situs ini diperluas sampai delapan bahasa, yaitu Arab, Inggris, Perancis, Melayu (Indonesia, Malaysia, Brunei, red), Urdu, Persia, Turki dan Rusia. Situs ini mempersembahkan materi-materi berita yang di update duapuluh empat jam, ditambah kolom-kolom lain seperti laporan, berita lapangan, analisa dan kolom-kolom lainnya.
Dan ini bukanlah yang pertama kali dialami oleh situs Pusat Informasi Palestina ini, atau Forum Dialog Palestina yang merupakan channel forum yang sangat efektif, serta situs-situs Palestina lainnya diserang dengan cara blokir atau serangan hacker. Tapi dengan kerja profesional situs-situs yang diblokir itu kembali beraktifitas dan mendapatkan dukungan luas dari masyarakat. (AMRais/infopalestina/fn)
(www.kispa.org)
Di Tepi Barat dan Jalur Gaza, penduduk Palestina disana menyampaikan kekecewaannya karena sejak Ahad (14/10/07) mereka tidak bisa mengakses situs infopalestina berbahasa Arab begitu juga dengan Forum Dialog Palestina, dikarenakan aksi pemblokiran.
Pengawas media lokal di Tepi Barat menyebutkan bahwa pemblokiran itu dalam rangkaian gerakan melawan dan mengekang kebebasan pers dengan tujuan agar berita tentang kondisi riil di lapangan dan politik di Palestina tidak terakses di kalangan masyarakat Palestina.
Di level politik misalnya, sekarang ini tengah terjadi pertemuan-pertemuan intensif antara pejabat Otoritas Palestina (OP) dengan pihak Zionis Israel. Selanjutnya kontak-kontak untuk mempersiapkan konferensi musim gugur tentang perdamaian Timur Tengah yang digagas oleh Presiden AS George Bush terus ditingkatkan.
Di lapangan, terlihat jelas aksi-aksi penangkapan dan penyanderaan yang dilakukan oleh aparat keamanan Mahmud Abbas terhadap penduduk Palestina dan lembaga-lembaga sosial lainnya, berbarengan dengan aksi-aksi penangkapan dan kejahatan yang dilakukan oleh pihak Zionis Israel kepada rakyat dan bangsa Palestina, khususnya di Tepi Barat.
Sebelumnya, aparat yang dikendalikan oleh OP di Ramallah dan pemerintah illegal yang dikendalikan Salam Fayyadh, telah melakukan langkah-langkah yang tujuannya untuk mengekang kebebasan pers, seperti kebijakan yang mengekang kepada televisi pemerintah dan koran harian.
Dalam perkembangan terbaru, pengekangan itu sampai pada batas menekan kepada kampus-kampus di Palestina untuk melarang mahasiswanya mengakses situs-situs berita dan informasi yang mendukung konsep perlawanan total yang bertolak belakang dengan konsep yang dianut pemerintahan di Tepi Barat. Pihak manajemen kampus Universitas an-Najah di Nablus yang dekat dengan OP misalnya, baru-baru ini melarang mengakses sejumlah website karena latarbelakang seperti itu. Termasuk dua situs, palestine-info.info/ar (infopalestina yang berbahasa Arab) dan paldf.net/forum (forum dialog Palestina). Langkah baru ini tentunya membuat para mahasiswa dan gerakan-gerakan aksi kemahasiswaan lainnya mengecam langkah sembrono tersebut.
Sekedar info saja, bahwa situs Pusat Informasi Palestina di internet ini termasuk website informasi Palestina yang paling top dan jaringannya paling luas. Situs ini diperluas sampai delapan bahasa, yaitu Arab, Inggris, Perancis, Melayu (Indonesia, Malaysia, Brunei, red), Urdu, Persia, Turki dan Rusia. Situs ini mempersembahkan materi-materi berita yang di update duapuluh empat jam, ditambah kolom-kolom lain seperti laporan, berita lapangan, analisa dan kolom-kolom lainnya.
Dan ini bukanlah yang pertama kali dialami oleh situs Pusat Informasi Palestina ini, atau Forum Dialog Palestina yang merupakan channel forum yang sangat efektif, serta situs-situs Palestina lainnya diserang dengan cara blokir atau serangan hacker. Tapi dengan kerja profesional situs-situs yang diblokir itu kembali beraktifitas dan mendapatkan dukungan luas dari masyarakat. (AMRais/infopalestina/fn)
(www.kispa.org)
Efek Domino Pembantaian Di Gaza
Meledaknya “penjara” Gaza yang selama ini dikepung oleh Israel dan “bebasnya” 700.000 warga Palestina yang mendiaminya telah mengubah peta politik di Timur Tengah. Peristiwa ini mungkin hanya bisa disamakan dengan peristiwa runtuhnya Tembok Berlin.
Semua actor utama drama ini—Israel, Mesir, Otoritas Palestina, Arab Saudia, Uni Eropa dan AS—harus kembali memikirkan kembali kebijakannya.
Realita yang paling mengenaskan tentang 1,5 warga Gaza—yang telah berkurang dengan sangat drastis, karena agresi militer Israel—adalah mereka tak akan pernah mau lagi terkurung. Gaza harus bernafas, berdagang, disuplai dengan kebutuhan pokok, dan hidup dengan normal. Jika Mesir, di bawah tekanan Israel dan AS, terus melakukan kontrol akan Gaza sekali lagi, kondisi ini niscaya akan memicu huru-hara di Kairo, dan bukan tak mungkin melengserkan Presiden Hosni Mubarak. Sekarang Mesir berada dalam situasi simalakama antara Israel-AS dan Palestina.
Sebaliknya, Israel sendiri tak akan lagi bisa mendominasi dan mengendalikan semua aspek kehidupan di Gaza. Situasi ini, jika Mesir mau berpikir, akan membuat Mesir di atas angin.
Jika saja negeri ini bisa menaklukan ketakutannya terhadap AS-Israel, maka Mesir mempunyai kesempatan besar untuk memperbaiki citranya di mata bangsa Arab.
Syaratnya hanya satu, Mesir memberikan jalan kebebasan kepada warga Gaza. Artinya, Mesir mengambil kontrol penuh akan perbatasan Rafah, dan berhubungan langsung dengan Hamas. Lebih jauh, Mesir harus menjadi pembela rakyat Gaza. Infrastruktur Gaza, hancur oleh Israel, harus kembali dibangun. Dan membangun Gaza dari reruntuhan kematian saat ini akan menawarkan racun yang dibuat mereka selama ini—terutama akan membuat Ikhwan menurunkan tensi tekanannya pada Mubarak.
Arab Saudi juga mempunyai peranan besar dalam periode ini. Mereka, dengan kekuatan uangnya yang berlimpah bisa menjadi sponsor utama pembangunan kembali kota Gaza. Mereka harus membujuk Eropa dan AS—dan Israel yang kurang ajar—jika ada perdamaian di tanah Arab, maka Hamas pun ambil bagian. Ini mungkin berita buruk untuk Mahmud Abbas, Presiden Otoritas Palestina beserta Perdana Menterinya, Salam Feyyad. Mereka sudah gagal dalam mewakili rakyat Palestina.
Boikot terhadap Hamas—dipaksakan oleh Israel dan AS dan diterima secara pengecut oleh Eropa setelah Hamas memenangkan pemilu tahun 2006—adalah sebuah kebodohan politik. Para diplomat Uni Eropa tidak bisa lagi berkata apa-apa tentang Hamas. Menteri Pertahanan Israel Ehud Barak mengatakan, “Hamas membuat kami menyuruh mereka bicara ketika dalam penjara.” Barak adalah yang pertama mengusulkan Gaza diubah menjadi kelaparan.
Dengan semua kejadian ini, Israel sudah menderita kekalahan strategi dan politik. Aksi kolektif Yahudi terhadap Palestina sudah menjelma menjadi "Palestina tak akan menyerah", dan akan terus melawan. Sebaliknya, citra mereka di mata internasional sudah sangat jelas; keji, amoral dan merusak semua hukum internasional. Sekarang mereka berhadap dengan Hamas, vis-Ã -vis, sesuatu yang mereka takutkan—sama menakutkannya dengan peristiwa 34 hari Perang Lebanon pada 2006 silam. Dua aktor utama ini—Hamas dan Hizbullah—menantang Israel dengan strategi perang dua arah. Strategi mereka sederhana; kalian sudah menghajar kami, kami akan menghajar kalian!
Sampai saat ini, Israel masih percaya bahwa Palestina akan menyerah, jika Israel membunuh lebih banyak lagi. Tahun 2006-2007, Israel sudah membunuh 800 warga Palestina, 126 di antaranya anak-anak. Dan sejak tahun 2004, hanya 7 orang Israel yang tewas akibat roket yang diluncurkan dari Gaza.
Selama 20 tahun, Hamas menawari Israel untuk gencatan senjata, dengan syarat, Israel harus emnarik diri dari gaza dan Tepi Barat. Hamas juga bersikeras agar Israel membuka perbatasan dan melepaskan para anggota parlemen Hamas dari penjara. Israel jauh dari setuju akan tawaran ini. Mereka masih saja percaya, serangan brutal akan mengubah warga Palestina. Dan sekali lagi, untuk kesekian kalinya, Israel salah.
(www.eramuslim.com)
Semua actor utama drama ini—Israel, Mesir, Otoritas Palestina, Arab Saudia, Uni Eropa dan AS—harus kembali memikirkan kembali kebijakannya.
Realita yang paling mengenaskan tentang 1,5 warga Gaza—yang telah berkurang dengan sangat drastis, karena agresi militer Israel—adalah mereka tak akan pernah mau lagi terkurung. Gaza harus bernafas, berdagang, disuplai dengan kebutuhan pokok, dan hidup dengan normal. Jika Mesir, di bawah tekanan Israel dan AS, terus melakukan kontrol akan Gaza sekali lagi, kondisi ini niscaya akan memicu huru-hara di Kairo, dan bukan tak mungkin melengserkan Presiden Hosni Mubarak. Sekarang Mesir berada dalam situasi simalakama antara Israel-AS dan Palestina.
Sebaliknya, Israel sendiri tak akan lagi bisa mendominasi dan mengendalikan semua aspek kehidupan di Gaza. Situasi ini, jika Mesir mau berpikir, akan membuat Mesir di atas angin.
Jika saja negeri ini bisa menaklukan ketakutannya terhadap AS-Israel, maka Mesir mempunyai kesempatan besar untuk memperbaiki citranya di mata bangsa Arab.
Syaratnya hanya satu, Mesir memberikan jalan kebebasan kepada warga Gaza. Artinya, Mesir mengambil kontrol penuh akan perbatasan Rafah, dan berhubungan langsung dengan Hamas. Lebih jauh, Mesir harus menjadi pembela rakyat Gaza. Infrastruktur Gaza, hancur oleh Israel, harus kembali dibangun. Dan membangun Gaza dari reruntuhan kematian saat ini akan menawarkan racun yang dibuat mereka selama ini—terutama akan membuat Ikhwan menurunkan tensi tekanannya pada Mubarak.
Arab Saudi juga mempunyai peranan besar dalam periode ini. Mereka, dengan kekuatan uangnya yang berlimpah bisa menjadi sponsor utama pembangunan kembali kota Gaza. Mereka harus membujuk Eropa dan AS—dan Israel yang kurang ajar—jika ada perdamaian di tanah Arab, maka Hamas pun ambil bagian. Ini mungkin berita buruk untuk Mahmud Abbas, Presiden Otoritas Palestina beserta Perdana Menterinya, Salam Feyyad. Mereka sudah gagal dalam mewakili rakyat Palestina.
Boikot terhadap Hamas—dipaksakan oleh Israel dan AS dan diterima secara pengecut oleh Eropa setelah Hamas memenangkan pemilu tahun 2006—adalah sebuah kebodohan politik. Para diplomat Uni Eropa tidak bisa lagi berkata apa-apa tentang Hamas. Menteri Pertahanan Israel Ehud Barak mengatakan, “Hamas membuat kami menyuruh mereka bicara ketika dalam penjara.” Barak adalah yang pertama mengusulkan Gaza diubah menjadi kelaparan.
Dengan semua kejadian ini, Israel sudah menderita kekalahan strategi dan politik. Aksi kolektif Yahudi terhadap Palestina sudah menjelma menjadi "Palestina tak akan menyerah", dan akan terus melawan. Sebaliknya, citra mereka di mata internasional sudah sangat jelas; keji, amoral dan merusak semua hukum internasional. Sekarang mereka berhadap dengan Hamas, vis-Ã -vis, sesuatu yang mereka takutkan—sama menakutkannya dengan peristiwa 34 hari Perang Lebanon pada 2006 silam. Dua aktor utama ini—Hamas dan Hizbullah—menantang Israel dengan strategi perang dua arah. Strategi mereka sederhana; kalian sudah menghajar kami, kami akan menghajar kalian!
Sampai saat ini, Israel masih percaya bahwa Palestina akan menyerah, jika Israel membunuh lebih banyak lagi. Tahun 2006-2007, Israel sudah membunuh 800 warga Palestina, 126 di antaranya anak-anak. Dan sejak tahun 2004, hanya 7 orang Israel yang tewas akibat roket yang diluncurkan dari Gaza.
Selama 20 tahun, Hamas menawari Israel untuk gencatan senjata, dengan syarat, Israel harus emnarik diri dari gaza dan Tepi Barat. Hamas juga bersikeras agar Israel membuka perbatasan dan melepaskan para anggota parlemen Hamas dari penjara. Israel jauh dari setuju akan tawaran ini. Mereka masih saja percaya, serangan brutal akan mengubah warga Palestina. Dan sekali lagi, untuk kesekian kalinya, Israel salah.
(www.eramuslim.com)
GENERAL PRINCIPLES OF MOTIVATION
by Matthew Weller, Los Angeles Business Journal, March 14, 2005
Basic principles of motivation exist that are applicable to learning in any situation.
1. The environment can be used to focus the student's attention on what needs to be learned.
Teachers who create warm and accepting yet business-like atmospheres will promote persistent effort and favorable attitudes toward learning. This strategy will be successful in children and in adults. Interesting visual aids, such as booklets, posters, or practice equipment, motivate learners by capturing their attention and curiosity.
2. Incentives motivate learning.
Incentives include privileges and receiving praise from the instructor. The instructor determines an incentive that is likely to motivate an individual at a particular time. In a general learning situation, self-motivation without rewards will not succeed. Students must find satisfaction in learning based on the understanding that the goals are useful to them or, less commonly, based on the pure enjoyment of exploring new things.
3. Internal motivation is longer lasting and more self-directive than is external motivation, which must be repeatedly reinforced by praise or concrete rewards.
Some individuals -- particularly children of certain ages and some adults -- have little capacity for internal motivation and must be guided and reinforced constantly. The use of incentives is based on the principle that learning occurs more effectively when the student experiences feelings of satisfaction. Caution should be exercised in using external rewards when they are not absolutely necessary. Their use may be followed by a decline in internal motivation.
4. Learning is most effective when an individual is ready to learn, that is, when one wants to know something.
Sometimes the student's readiness to learn comes with time, and the instructor's role is to encourage its development. If a desired change in behavior is urgent, the instructor may need to supervised directly to ensure that the desired behavior occurs. If a student is not ready to learn, he or she may not be reliable in following instructions and therefore must be supervised and have the instructions repeated again and again.
5. Motivation is enhanced by the way in which the instructional material is organized.
In general, the best organized material makes the information meaningful to the individual. One method of organization includes relating new tasks to those already known. Other ways to relay meaning are to determine whether the persons being taught understand the final outcome desired and instruct them to compare and contrast ideas.
None of the techniques will produce sustained motivation unless the goals are realistic for the learner. The basic learning principle involved is that success is more predictably motivating than is failure. Ordinarily, people will choose activities of intermediate uncertainty rather than those that are difficult (little likelihood of success) or easy (high probability of success). For goals of high value there is less tendency to choose more difficult conditions. Having learners assist in defining goals increases the probability that they will understand them and want to reach them. However, students sometimes have unrealistic notions about what they can accomplish. Possibly they do not understand the precision with which a skill must be carried out or have the depth of knowledge to master some material. To identify realistic goals, instructors must be skilled in assessing a student's readiness or a student's progress toward goals.
1. Because learning requires changed in beliefs and behavior, it normally produces a mild level of anxiety.
This is useful in motivating the individual. However, severe anxiety is incapacitating. A high degree of stress is inherent in some educational situations. If anxiety is severe, the individual's perception of what is going on around him or her is limited. Instructors must be able to identify anxiety and understand its effect on learning. They also have a responsibility to avoid causing severe anxiety in learners by setting ambiguous of unrealistically high goals for them.
2. It is important to help each student set goals and to provide informative feedback regarding progress toward the goals.
Setting a goal demonstrates an intention to achieve and activates learning from one day to the next. It also directs the student's activities toward the goal and offers an opportunity to experience success.
3. Both affiliation and approval are strong motivators.
People seek others with whom to compare their abilities, opinions, and emotions. Affiliation can also result in direct anxiety reduction by the social acceptance and the mere presence of others. However, these motivators can also lead to conformity, competition, and other behaviors that may seem as negative.
4. Many behaviors result from a combination of motives.
It is recognized that no grand theory of motivation exists. However, motivation is so necessary for learning that strategies should be planned to organize a continuous and interactive motivational dynamic for maximum effectiveness. The general principles of motivation are interrelated. A single teaching action can use many of them simultaneously.
Finally, it should be said that an enormous gap exists between knowing that learning must be motivated and identifying the specific motivational components of any particular act. Instructors must focus on learning patterns of motivation for an individual or group, with the realization that errors will be common.
MOTIVATION FACTORS AND STRATEGIES, BY TIME PERIOD
BEGINNING, DURING, AND ENDING
TIME
BEGINNING: When learner enters and starts learning
MOTIVATIONAL FACTORS
ATTITUDES: Toward the environment, teacher, subject matter, and self
NEEDS: The basic need within the learner at the time of learning
MOTIVATIONAL STRATEGIES
-- Make the conditions that surround the subject positive.
-- Positively confront the possibly erroneous beliefs, expectations, and assumptions that may underlie a negative learner attitude.
-- Reduce or remove components of the learning environment that lead to failure or fear.
-- Plan activities to allow learners to meet esteem needs.
TIME
During: When learner is involved in the body or main content of the learning process.
MOTIVATIONAL FACTORS
STIMULATION: The stimulation processes affecting learner during the learning experience.
AFFECT: The emotional experience of the learner while learning.
MOTIVATIONAL STRATEGIES
-- Change style and content of the learning activity.
-- Make learner reaction and involvement essential parts of the learning process, that is, problem solving, role playing, stimulation.
-- Use learner concerns to organize content and to develop themes and teaching procedures.
-- Use a group cooperation goal to maximize learner involvement and sharing.
TIME
ENDING: When learner is completing the learning process.
MOTIVATIONAL FACTORS
COMPETENCE: The competence value for the learner that is a result of the learning behaviors.
REINFORCEMENT: The reinforcement value attached to the learning experience, for the learner.
MOTIVATIONAL STRATEGIES
-- Provide consistent feedback regarding mastery of learning.
-- Acknowledge and affirm the learners' responsibility in completing the learning task.
-- When learning has natural consequences, allow them to be congruently evident.
-- Provide artificial reinforcement when it contributes to successful learning, and provide closure with a positive ending.
Basic principles of motivation exist that are applicable to learning in any situation.
1. The environment can be used to focus the student's attention on what needs to be learned.
Teachers who create warm and accepting yet business-like atmospheres will promote persistent effort and favorable attitudes toward learning. This strategy will be successful in children and in adults. Interesting visual aids, such as booklets, posters, or practice equipment, motivate learners by capturing their attention and curiosity.
2. Incentives motivate learning.
Incentives include privileges and receiving praise from the instructor. The instructor determines an incentive that is likely to motivate an individual at a particular time. In a general learning situation, self-motivation without rewards will not succeed. Students must find satisfaction in learning based on the understanding that the goals are useful to them or, less commonly, based on the pure enjoyment of exploring new things.
3. Internal motivation is longer lasting and more self-directive than is external motivation, which must be repeatedly reinforced by praise or concrete rewards.
Some individuals -- particularly children of certain ages and some adults -- have little capacity for internal motivation and must be guided and reinforced constantly. The use of incentives is based on the principle that learning occurs more effectively when the student experiences feelings of satisfaction. Caution should be exercised in using external rewards when they are not absolutely necessary. Their use may be followed by a decline in internal motivation.
4. Learning is most effective when an individual is ready to learn, that is, when one wants to know something.
Sometimes the student's readiness to learn comes with time, and the instructor's role is to encourage its development. If a desired change in behavior is urgent, the instructor may need to supervised directly to ensure that the desired behavior occurs. If a student is not ready to learn, he or she may not be reliable in following instructions and therefore must be supervised and have the instructions repeated again and again.
5. Motivation is enhanced by the way in which the instructional material is organized.
In general, the best organized material makes the information meaningful to the individual. One method of organization includes relating new tasks to those already known. Other ways to relay meaning are to determine whether the persons being taught understand the final outcome desired and instruct them to compare and contrast ideas.
None of the techniques will produce sustained motivation unless the goals are realistic for the learner. The basic learning principle involved is that success is more predictably motivating than is failure. Ordinarily, people will choose activities of intermediate uncertainty rather than those that are difficult (little likelihood of success) or easy (high probability of success). For goals of high value there is less tendency to choose more difficult conditions. Having learners assist in defining goals increases the probability that they will understand them and want to reach them. However, students sometimes have unrealistic notions about what they can accomplish. Possibly they do not understand the precision with which a skill must be carried out or have the depth of knowledge to master some material. To identify realistic goals, instructors must be skilled in assessing a student's readiness or a student's progress toward goals.
1. Because learning requires changed in beliefs and behavior, it normally produces a mild level of anxiety.
This is useful in motivating the individual. However, severe anxiety is incapacitating. A high degree of stress is inherent in some educational situations. If anxiety is severe, the individual's perception of what is going on around him or her is limited. Instructors must be able to identify anxiety and understand its effect on learning. They also have a responsibility to avoid causing severe anxiety in learners by setting ambiguous of unrealistically high goals for them.
2. It is important to help each student set goals and to provide informative feedback regarding progress toward the goals.
Setting a goal demonstrates an intention to achieve and activates learning from one day to the next. It also directs the student's activities toward the goal and offers an opportunity to experience success.
3. Both affiliation and approval are strong motivators.
People seek others with whom to compare their abilities, opinions, and emotions. Affiliation can also result in direct anxiety reduction by the social acceptance and the mere presence of others. However, these motivators can also lead to conformity, competition, and other behaviors that may seem as negative.
4. Many behaviors result from a combination of motives.
It is recognized that no grand theory of motivation exists. However, motivation is so necessary for learning that strategies should be planned to organize a continuous and interactive motivational dynamic for maximum effectiveness. The general principles of motivation are interrelated. A single teaching action can use many of them simultaneously.
Finally, it should be said that an enormous gap exists between knowing that learning must be motivated and identifying the specific motivational components of any particular act. Instructors must focus on learning patterns of motivation for an individual or group, with the realization that errors will be common.
MOTIVATION FACTORS AND STRATEGIES, BY TIME PERIOD
BEGINNING, DURING, AND ENDING
TIME
BEGINNING: When learner enters and starts learning
MOTIVATIONAL FACTORS
ATTITUDES: Toward the environment, teacher, subject matter, and self
NEEDS: The basic need within the learner at the time of learning
MOTIVATIONAL STRATEGIES
-- Make the conditions that surround the subject positive.
-- Positively confront the possibly erroneous beliefs, expectations, and assumptions that may underlie a negative learner attitude.
-- Reduce or remove components of the learning environment that lead to failure or fear.
-- Plan activities to allow learners to meet esteem needs.
TIME
During: When learner is involved in the body or main content of the learning process.
MOTIVATIONAL FACTORS
STIMULATION: The stimulation processes affecting learner during the learning experience.
AFFECT: The emotional experience of the learner while learning.
MOTIVATIONAL STRATEGIES
-- Change style and content of the learning activity.
-- Make learner reaction and involvement essential parts of the learning process, that is, problem solving, role playing, stimulation.
-- Use learner concerns to organize content and to develop themes and teaching procedures.
-- Use a group cooperation goal to maximize learner involvement and sharing.
TIME
ENDING: When learner is completing the learning process.
MOTIVATIONAL FACTORS
COMPETENCE: The competence value for the learner that is a result of the learning behaviors.
REINFORCEMENT: The reinforcement value attached to the learning experience, for the learner.
MOTIVATIONAL STRATEGIES
-- Provide consistent feedback regarding mastery of learning.
-- Acknowledge and affirm the learners' responsibility in completing the learning task.
-- When learning has natural consequences, allow them to be congruently evident.
-- Provide artificial reinforcement when it contributes to successful learning, and provide closure with a positive ending.
Pudarnya Pesona Bahasa Indonesia
Agus M Irkham
Apa jadinya jika anak-anak muda anonim pencetus sumpah pemuda bangkit dari kubur dan mendapati anak-anak muda sekarang saat bicara dan menulis lebih suka nginggris ketimbang menggunakan bahasa Indonesia yang baik dan benar.
Siswa sekolah pun kini menempatkan bahasa Indonesia pada nomor urut sepatu, tidak lagi menjadi pelajaran favorit. Tidak favorit berarti tidak penting untuk dipelajari. Ini terbukti dari hasil ujian nasional (UN) tiga tahun terakhir terus menurun.
Untuk SMP, nilai rata-rata UN Bahasa Indonesia tahun 2006 adalah 7,46, tahun 2007 menjadi 7,39, dan tahun 2008 menjadi 7,00. Untuk tingkat SMA Jurusan Bahasa, nilai rata-rata Bahasa Indonesia tahun 2006 adalah 7,40, kemudian 2007 turun 7,08, dan tahun 2008 menjadi 6,56. Hal yang sama terjadi untuk SMA Jurusan IPA dan IPS (Kompas, 1/11/2008).
Tak hanya itu, kurang favoritnya bahasa Indonesia juga menyebabkan rendahnya minat siswa memilih jurusan Bahasa Indonesia di perguruan tinggi. Akibatnya, jurusan Bahasa Indonesia di sejumlah perguruan tinggi kekurangan mahasiswa, bahkan ada yang terancam ditutup.
Menekuni beberapa perangkaan di atas barangkali benar kalau ada yang mengatakan bahwa pesona bahasa Indonesia telah memudar dan tak lagi sakti. Kalah dengan bahasa asing, terutama Inggris dan Mandarin.
Guru bahasa dadakan
Beberapa asnad (bukti) di atas juga memunculkan pertanyaan penting: faktor-faktor apa saja yang menyebabkan pesona bahasa Indonesia pudar. Dan, upaya seperti apa yang harus dilakukan agar pesona itu hadir kembali.
Berdasarkan pembacaan saya, ada tiga sebab. Pertama, tidak semua siswa mendapatkan pelajaran Bahasa Indonesia dari guru (sarjana) Bahasa Indonesia. Karena kurangnya jumlah pengajar, guru berkompetensi di luar rumpun bahasa, misalnya guru Olahraga, Fisika, atau Matematika terpaksa (dipaksa?) mengajar Bahasa Indonesia.
Tak masalah jika guru dadakan itu tergolong seorang munsyi—komprehensi ganda antara seorang dan inklanasi kesukacitaan berbahasa Indonesia, dan karena itu terpanggil untuk menguasainya, dan seorang yang tertantang menghasilkan bentuk bahasa tulis kreatif dalam identitas kepujanggaan di atas sifat-sifat kedibyaan budaya (Alif Danya Munsyi, 2005). Jika gurunya guru dadakan, hitung sendiri risiko ”kekacauan” (kognisi, afeksi, psikomotorik) keberbahasaan yang akan timbul.
Oleh sebab itu, kalau memang secara kuantitas dan kualitas guru Bahasa Indonesia sudah mentok, menurut hemat saya, salah satu cara untuk mengatasi persoalan itu adalah dengan meminta para munsyi turun gelanggang, mengajar siswa dan guru.
Kedua, tujuan penilaian kurang dipahami banyak pihak. Yang dikejar sekadar nilai akhir yang bersifat kuantitatif. Berbicara tentang bahasa tentu akan berkaitan dengan ekspresi/praktik bahasa (aspek kualitatif).
Dari segi praktik, bahasa mempunyai empat ranah penguasaan. Sesuai urutan tumbuh kembang manusia, yaitu aspek mendengarkan (listening), berbicara (speaking), membaca (reading), dan menulis (writing).
Mestinya siswa didorong mengaitkan apa yang mereka dapat dengan pengalaman mereka sendiri saat menghabiskan jejulur waktu kehidupan; di sekolah, rumah, maupun lingkungan pergaulan.
”Ketika siswa dapat mengaitkan dengan pengalaman sendiri, mereka menemukan makna dan makna memberi mereka alasan untuk belajar,” tulis ELaine B Johnson dalam Contextual Teaching and Learning.
Ketiga, bahasa Indonesia, ibarat produk, ia lebih sering ditawarkan secara inferior. Tidak dikemas bagus, tetapi ala kadarnya, monoton. Guru sebagai pemasar tidak mampu meyakinkan calon pembeli bahwa produk yang dibawanya itu penting dan penuh manfaat.
Maka dari itu, perlu satu terobosan tentang bagaimana mengemas pembelajaran bahasa Indonesia agar menarik sehingga menerbitkan rasa cinta dan semangat belajar. Kalau cinta, para siswa akan memberikan perhatian tinggi.
Terobosan baru, misalnya, dari aspek writing dapat memanfaatkan blog sebagai ruang kreatif siswa. Tabiat asli blog yang bersifat personal akan memampukan mereka menulis tentang apa pun yang mereka suka, sepanjang apa pun yang mereka mampu. Dalam ranah listening, reading, dan speaking, siswa juga secara langsung dapat dikenal dan sentuhkan pada dunia yang sangat erat kaitannya dengan bahasa Indonesia, yaitu dunia literasi (keberaksaraan). Lebih spesifik lagi adalah dunia perbukuan dan jurnalistik.
Secara periodik pembelajaran dapat dilakukan di luar kelas melalui kunjungan ke pameran buku, ke rumah para pengarang dan penulis, melibatkan diri dalam diskusi perbukuan, kunjungan ke media massa dan penerbit buku (wisata baca), dan lain sebagainya. Dengan begitu, pembelajaran bahasa Indonesia menjadi hidup, dinamis, dan penuh kejutan-kejutan baru.
AGUS M IRKHAM Editor Paruh Waktu; Instruktur Literasi Forum Indonesia Membaca!
Apa jadinya jika anak-anak muda anonim pencetus sumpah pemuda bangkit dari kubur dan mendapati anak-anak muda sekarang saat bicara dan menulis lebih suka nginggris ketimbang menggunakan bahasa Indonesia yang baik dan benar.
Siswa sekolah pun kini menempatkan bahasa Indonesia pada nomor urut sepatu, tidak lagi menjadi pelajaran favorit. Tidak favorit berarti tidak penting untuk dipelajari. Ini terbukti dari hasil ujian nasional (UN) tiga tahun terakhir terus menurun.
Untuk SMP, nilai rata-rata UN Bahasa Indonesia tahun 2006 adalah 7,46, tahun 2007 menjadi 7,39, dan tahun 2008 menjadi 7,00. Untuk tingkat SMA Jurusan Bahasa, nilai rata-rata Bahasa Indonesia tahun 2006 adalah 7,40, kemudian 2007 turun 7,08, dan tahun 2008 menjadi 6,56. Hal yang sama terjadi untuk SMA Jurusan IPA dan IPS (Kompas, 1/11/2008).
Tak hanya itu, kurang favoritnya bahasa Indonesia juga menyebabkan rendahnya minat siswa memilih jurusan Bahasa Indonesia di perguruan tinggi. Akibatnya, jurusan Bahasa Indonesia di sejumlah perguruan tinggi kekurangan mahasiswa, bahkan ada yang terancam ditutup.
Menekuni beberapa perangkaan di atas barangkali benar kalau ada yang mengatakan bahwa pesona bahasa Indonesia telah memudar dan tak lagi sakti. Kalah dengan bahasa asing, terutama Inggris dan Mandarin.
Guru bahasa dadakan
Beberapa asnad (bukti) di atas juga memunculkan pertanyaan penting: faktor-faktor apa saja yang menyebabkan pesona bahasa Indonesia pudar. Dan, upaya seperti apa yang harus dilakukan agar pesona itu hadir kembali.
Berdasarkan pembacaan saya, ada tiga sebab. Pertama, tidak semua siswa mendapatkan pelajaran Bahasa Indonesia dari guru (sarjana) Bahasa Indonesia. Karena kurangnya jumlah pengajar, guru berkompetensi di luar rumpun bahasa, misalnya guru Olahraga, Fisika, atau Matematika terpaksa (dipaksa?) mengajar Bahasa Indonesia.
Tak masalah jika guru dadakan itu tergolong seorang munsyi—komprehensi ganda antara seorang dan inklanasi kesukacitaan berbahasa Indonesia, dan karena itu terpanggil untuk menguasainya, dan seorang yang tertantang menghasilkan bentuk bahasa tulis kreatif dalam identitas kepujanggaan di atas sifat-sifat kedibyaan budaya (Alif Danya Munsyi, 2005). Jika gurunya guru dadakan, hitung sendiri risiko ”kekacauan” (kognisi, afeksi, psikomotorik) keberbahasaan yang akan timbul.
Oleh sebab itu, kalau memang secara kuantitas dan kualitas guru Bahasa Indonesia sudah mentok, menurut hemat saya, salah satu cara untuk mengatasi persoalan itu adalah dengan meminta para munsyi turun gelanggang, mengajar siswa dan guru.
Kedua, tujuan penilaian kurang dipahami banyak pihak. Yang dikejar sekadar nilai akhir yang bersifat kuantitatif. Berbicara tentang bahasa tentu akan berkaitan dengan ekspresi/praktik bahasa (aspek kualitatif).
Dari segi praktik, bahasa mempunyai empat ranah penguasaan. Sesuai urutan tumbuh kembang manusia, yaitu aspek mendengarkan (listening), berbicara (speaking), membaca (reading), dan menulis (writing).
Mestinya siswa didorong mengaitkan apa yang mereka dapat dengan pengalaman mereka sendiri saat menghabiskan jejulur waktu kehidupan; di sekolah, rumah, maupun lingkungan pergaulan.
”Ketika siswa dapat mengaitkan dengan pengalaman sendiri, mereka menemukan makna dan makna memberi mereka alasan untuk belajar,” tulis ELaine B Johnson dalam Contextual Teaching and Learning.
Ketiga, bahasa Indonesia, ibarat produk, ia lebih sering ditawarkan secara inferior. Tidak dikemas bagus, tetapi ala kadarnya, monoton. Guru sebagai pemasar tidak mampu meyakinkan calon pembeli bahwa produk yang dibawanya itu penting dan penuh manfaat.
Maka dari itu, perlu satu terobosan tentang bagaimana mengemas pembelajaran bahasa Indonesia agar menarik sehingga menerbitkan rasa cinta dan semangat belajar. Kalau cinta, para siswa akan memberikan perhatian tinggi.
Terobosan baru, misalnya, dari aspek writing dapat memanfaatkan blog sebagai ruang kreatif siswa. Tabiat asli blog yang bersifat personal akan memampukan mereka menulis tentang apa pun yang mereka suka, sepanjang apa pun yang mereka mampu. Dalam ranah listening, reading, dan speaking, siswa juga secara langsung dapat dikenal dan sentuhkan pada dunia yang sangat erat kaitannya dengan bahasa Indonesia, yaitu dunia literasi (keberaksaraan). Lebih spesifik lagi adalah dunia perbukuan dan jurnalistik.
Secara periodik pembelajaran dapat dilakukan di luar kelas melalui kunjungan ke pameran buku, ke rumah para pengarang dan penulis, melibatkan diri dalam diskusi perbukuan, kunjungan ke media massa dan penerbit buku (wisata baca), dan lain sebagainya. Dengan begitu, pembelajaran bahasa Indonesia menjadi hidup, dinamis, dan penuh kejutan-kejutan baru.
AGUS M IRKHAM Editor Paruh Waktu; Instruktur Literasi Forum Indonesia Membaca!
10 Januari 2009
Masjid Agung Lumpur Bersahaja Kota Djenne
Masjid Agung djenee
Djenne, itu nama sebuah kota tertua di sub-Sahara Afrika. Terletak di kawasan lahan banjir yang dilintasi dua sungai, yakni Niger dan Bani. Namun bagi yang belum pernah bertandang ke kota berjarak 354 kilometer di barat daya Timbuktu, terutama muslim, tentu tak mengira ada sebuah masjid dengan arsitektur indah namun tak lazim, yakni Masjid Agung Djene.
Mengapa tak lazim? Bentuknya tak seperti masjid-masjid lain yang cenderung mengacu ke bentuk masjid atau bangunan di timur-tengah abad pertengahan hingga masa Kaisar Ottoman. Polos dan minim ornamen, namun justru menunjukkan jika sang ahli bangunan paham benar bagaimana menghadirkan masjid dengan nafas lokal, rendah hati, namun tidak mengurangi aura sakral dan monumental sebuah masjid agung.
Djene, selain terkenal sebagai kota perdagangan, juga dikenal sebagai kota peziarah dan pusat studi Islam. Masjid Agung itu sendiri dari awal dibangun hingga kini mendominasi alun-alun pasar utama di kota tersebut. Tradisi menuturkan, penduduk Djene memiliki masjidnya pertama kali pada tahun 1240, yang dibangun oleh Sultan Koi setelah memeluk Islam dan mengubah istananya menjadi masjid.
Sangat sedikit yang tahu dan berhasil melacak bentuk serta tampilan masjid pertama itu. Namun Sheikh Amadou, pemimpin kota Djene di awal abad ke-19, menganggap masjid itu terlalu mewah dan berlebihan. Sheikh pun membangun masjid kedua pada tahun 1830, dan memerintahkan merubuhkan masjid pertama begitu masjid kedua rampung. Sementara masjid agung dari lumpur yang tak lazim itu dibangun pada tahun 1906
Masjid yang dikonstruksi di bawah pengawasan ahli bangunan bernama Ismaila Traore ini terbuat dari batu bata lumpur yang dikeringkan dengan sinar matahari (ferey), semen berbahan dasar semen. Sementara lapisan luar menggunakan plester juga berbahan dasar lumpur sehingga memberi tampilan halus berkelok, layaknya patung.
Dinding memiliki ketebalan antara 40 - 60 cm. Ketebalan ini sangat beragantung pada tinggi tembok. Dinding lebih tinggi akan dibuat lebih tebal karena harus menopang struktur lebih berat. Selama pagi hingga sore, dinding-dinding itu secara perlahan menghangat dari luar ke dalam. Di malam hari mereka mendingin lagi. Namun radiasi panas yang dihantarkan dinding membuat suhu udara dalam masjid tetap hangat dan sejuk meski udara di luar mendingin drastis--khas udara gurun.
Ruang utama masjid dengan sembilan puluh pilar kayu menopang langit-langit dapat menampung hingga 3.000 orang. Sifat dingin kayu ikut membantu interior masjid tetap sejuk di waktu siang hingga sore. Masjid agung itu juga memiliki ventilasi udara dengan penutup keramik. Penutup yang dibuat oleh perajin wanita setempat itu dapat dipindahkan di malam hari untuk ventilasi udara dalam masjid.
Saat membangun, dan merencanakan konstruksi, kerusakan akibat air bah menjadi perhatian utama Traore. Apalagi banjir akibat sungai Bani meluap terjadi rutin tiap tahun. Untuk mengatasi itu, Traore pun mendesain pulau buatan, yakni landasan yang ditinggikan dengan permukaan seluas 5635 m² sebagai tempat berdirinya masjid. Landasan tersebut sejauh ini mampu melindungi masjid bahkan dari banjir mengerikan sekalipun.
Selain bahan alam lumpur yang bersahaja, terdapat pula struktur rangka kayu dari batang palem. Kayu-kayu itu tidak berfungsi sebagai balok, melainkan pendukung dan penguat.
Struktur ini dibutuhkan untuk mengikat tanah liat dan mengurangi pecahan lumpur yang diakibatkan perubahan suhu dan kelembaban yang sangat tajam area itu. Selain sebagai penguat kayu-kayu itu berfungsi sebagai penopang otomatis yang berguna saat perbaikan tahunan.
Kayu-kayu itu memang memiliki alasan fungsi kuat, namun batangnya yang mencuat dari dinding-dinding lumpur polos membuat kesan kontras sekaligus memberi aksen estetika bangunan.
Tak lupa pada bagian bangunan di sisi kiblat, Traore menandai dengan tiga menara lumpur yang dominan. Setiap menara itu memiliki tangga spiral menuju atap, dan di setiap atap berbentuk kerucut spiral, diletakkan telur burung unta perlambang kesuburan dan kemurnian.
Setiap tahun, saat musim panas masjid tersebut dirawat atau diperbaiki ulang dengan pengawasan 80 ahli bangunan senior. Acara itu menjadi festival menarik bagi warga Djene. Banyak warga terlibat dalam pekerjaan mempersiapkan banco (campuran lumpur dengan gabah) untuk acara itu. Menurut para pengunjung yang menyaksikan di tahun 1987, acara itu bisa dikatakan upacara masyarakat dengan banyak pengunjung dan orang tertawa.
Berikut adalah penuturan seorang turis tahun 1987 yang dikutip di situs Sacred Sites "Setiap musim panas masjid agung diplaster ulang. Itu menjadi festival yang menarik, riuh, kacau, menyenangkan, namun juga penuh kehati-hatian. Selama beberapa minggu lumpur dituangkan. Ember-ember penuh dengan larutan kental diaduk dan diratakan dengan kaki telanjang anak-anak lelaki.
Lalu malam sebelum memlaster, muncul pertunjukkan jalanan penuh nyanyian, tetabuhan drum, siulan flute. Tak lama tiupan peluit keras terdengar tiga kali berturut. Masuk tiupan keempat, ratusan suara bergema dan bergalon-galon lumpur dituangkan. Saat fajar proses pemlasteran sesungguhnya telah berjalan. Kerumunan wanita dengan ember berisi air di atas kepala mendekati masjid. Tim yang lain membawa lumpur. Orang-orang berkomunikasi dengan yang lain sambil berteriak di area persegi raksasa itu sambil mengoles dan bekerja. Kerja dan bermain menjadi satu, anak-anak muda dimana-mana, membuat kue dari lumpur dari kepala hingga ibu jari,"
Hanya saja festival tahunan itu terancam punah. Para ahli bangunan kini sulit mencari dukungan anak-anak muda dalam festival memoles ulang. Banyak pemuda memilih mencari uang sebagai pemandu turis meninggalkan Djene menuju Kota Bamako yang lebih menjajikan. Pada tahun 1988, kota tua Djenne dan masjid agungnya diresmikan menjadi situs bersejarah oleh UNESCO
Kini bangunan tersebut masih menjulang dan menampung para jamaah muslim kota Djenne saat tiba waktu sholat. Fasad atau tampang bangunan, menara, serta simbol telur burung unta itu sebenarnya adalah elemen sama yang bisa ditemukan di bentuk rumah-rumah penduduk Djene. Desain yang membuat masjid agung terlihat rendah hati dan menyatu dengan lingkungan lokal. Jauh sebelum gagasan arsitektur ramah lingkungan yang tanggap iklim setempat, menjadi salah satu isu, terutama terkait pemanasan global, Masjid Agung Djenne telah menerapkan dengan bersahaja.
(Republika)
Pedagang Bangkitkan Islam Kembali di Cina
GUANGZHOU - Islam kembali datang dan menguat di Guangzhou, salah satu kota pusat perdagangan di Cina, sekaligus tempat pertama kali Islam tiba di daratan tersebt seribu tahun lalu oleh para pedagang.
"Pemahaman saya tentang Islam telah meluas dan mendalam kini," ungkap Jin Lei, seorang muslim dari propinsi Shandong, yang baru pindah ke Guangzhou, seperti yang dikutip oleh China Daily, 23 Desember lalu.
"Ketika saya bertemu dengan muslim dari negara-negara berbeda, saya menjadi tahu jika Islam bukan terbatas pada ritual dan masjid, melainkan cara hidup," tambah Jin Lei.
Guangzhou kini menjadi rumah bagi empat masjid termasuk Majid Huaisheng yang terkenal. Masjid Huaisheng didirikan oleh salah satu paman sekaligus sahabat dekat Rasul Muhammad, Sa'ad bin Abi Waqqas.
Kota juga memiliki sebuah makam yang diyakini makam Sa'ad bin Abi Waqqas. Kini kota itu kembali menjadi pusat tujuan pedagang muslim. Seperti pedagang yang mengenalkan Islam pertama kali ke Cina, mereka kini dihargai karena membangkitkan kembali Guangzhou.
"Situasi sosial komunitas muslim saat ini di Guangzhou, mirip dengan jaman Dinasti Tang," ujar Ma Qiang, asisten profesor studi etnologi dan keagamaan di Universitas Normal Shaanxi.
"Kedua komunitas berbeda tak jauh dengan kondisi saat China pertama kali membuka diri dan memiliki perekonomian makmur," imbuh Ma, seorang cendekia muslim yang menulis komunitas muslim Guangzhou sebagai tema desertasi doktoralnya.
Kota itu sejak lama terkenal sebagai salah satu pusat perdagangan internasional yang menarik pedagang muslim dari Timur Tengah, Asia Selatan, dan Asia Tenggara selama bertahun-tahun.
"Saya pertama kali datang ke Cina pada 1999. Saya jatuh cinta dengan kota ini dan sejak itu hampir sebagain besar waktu tinggal di sini," aku Mohamed Ali Algerwi, pengusaha Yaman berusia 39 tahun.
"Ia telah mendirikan perusahaan swasta pribadi di Guangzhou dan kini mengekspor aksesoris mobil, keramik, ban, aksesoris kendaraan, dan kosmetik ke negara-negara Arab.
Sementara Abdul Bagi Al-Atwani, 38 tahun juga pengusaha Yaman, mengaku datang pertama kali ke Cina 15 tahun lalu sebagai pelajar. Ia pindah ke Guangzhou pada 1999 dan kemudian memulai bisnsi perdagangan antara Cina dan negara-negara Arab.
"Saya suka Guangzhou. Ini tempat yang baik untuk berbisnis dan tinggal," tutur Al Atwani seraya mengaku memiliki restoran dalam bahasa Cina yang fasih.
Banyak toko di pusat perbelanjaan Guangzhou, meyajikan barang-barang untuk melayani pedagan muslim luar, menyediakan mereka barang-barang Islami, kebutuhan sehari-hari seperti pakaian Arab dan Afrika, bahkan Al Qur'an elektronik.
Tanpa pendatang muslim luar, banyak dari kita menjadi penganggguran," ungkap Fang Qinghaou, pemilik toko di Pusat Komersial Internasional Honghui. "Ketika waktu sholat tiba, mereka kadang sholat di toko saya. Saya bantu menyediakan lembaran papan, atau kertas untuk mereka bersujud," kata Fang
"Saya paham jika mereka memiliki keyakinannya sendiri, namun kita tidak membicarakannya. Kami hanya berbicara bisnis," ujar Fang lagi.
Islam di Guangzhou sendiri sempat menurun pada abad ke-20, dan sensus nasional tahun 2000 lalu mencatat, muslim di wilayah kota itu hanya 9.838, orang. Lalu setelah itu tidak ada laporan lagi.
Kini menurut Asosiasi Islami Guangzhou, jumlah muslim tinggal di kota itu meningkat sekitar 50 ribu hingga 60 ribu orang. Wang Wenji, wakil presiden organisasi tersebut mengatakan lebih dari 10 ribu jamaah melakukan sholat Jumat di empat masjid kota.
Kapasitas masjid yang tak mampu menampung keseluruhan jamaah, seringkali membuat warga muslim sholat di trotoar depan sekitar masjid. "Pertama kali penduduk lokal bingung melihat para jamaah. Namun kini mereka telah terbiasa dengan pemandangan itu," ujar Bai Lin, imam Masid Xiaodongying.
"Penduduk di Guangzhou sangat berpikiran terbuka," kata Bai lagi.
Sehingga tidak heran bila di kota itu banyak pula ditemukan restoran halal, terutama di area konsentrasi muslim, yang menawarkan masakan Arab, Cina, Afrika, dan Thailand. (Republika)
SIX WAYS TO IMPROVE YOUR NONVERBAL COMMUNICATIONS
Source: Career Solutions Training Group, Aaoli, PA.
The School-to-Work Series is a copyrighted publication and cannot be reproduced here in whole or in part. Below are brief descriptions and content outlines of the ten packages that compose the series. Each package consists of fifteen identical 8-page pamphlets ("In Touch Bulletins").
Package 1, Customer Service
A resource for instructors teaching students about the workplace, workplace attitudes, and dealing with people. Also for the instructor in meeting the needs of students of as "customers."
Contents:
Everyone is a customer
You are a customer, too
What do you know about customer service? (activity)
Business or serice I buy from oftem: (activity)
Knock-your-socks-off customer service skills
All customers are different
But what if you are the one who is different? (activity)
The double bagger theory: going the extra mile ...
Becoming a double bagger (activity)
Calming the angry customer
Calming the angry customer's problem (activity)
Most people don't listen -- they just wait ... to talk
Close-up: the customer comes first
How good is your service?
Coping with information
Speaking, writing, doing
Package 2, Self-Esteem
Greater self-esteem for greater happiness, productiveness, and success. Learn what it is, how to develop it, and how to use it.
Contents:
Self-esteem is how you feel inside
Understanding self-esteem (activity)
How to get and keep high self-esteem
Your recommendations, please (activity)
Don't try too hard
What a turn-off (activity)
Positive self-talk
Pass it on
Point of view (activity)
Self-esteem at work
Close-up: Dominick's dilemma
Coping with information
Speaking, writing, doing
Package 3, Setting Priorities
Working more efficiently, getting more done, and reducing stress by setting priorities. Identifying degrees of urgency, using daily schedules, and more.
Contents:
Putting first things first
How to juggle multiple tasks
Set priorities (activity)
Juggling at work: a story on setting priorities
Help! Tell Josh what to do! (activity)
Whose priority is this?
Name that priority (activity)
Is it urgent or important?
Urgent or important? (activity)
How do you know you're on the right track?
Staying on track (activity)
Setting personal priorities
Nonessentials
What are your priorities? (activity)
My daily schedule (activity)
Close-up: long-term goals
Coping with information
Speaking, writing, doing
Package 4, Organize Yourself
Saving time and finding time, reducing procrastination and frustration, accomplishing more, and sleeping better. Good tips for counseling students about study skills, and good ideas for instructors about organization to improve teaching.
Contents:
Getting it together
Control your environment
How organized are you? (activity)
A little organization will do it! (activity)
Procrastination: are you burning the midnight oil?
A bit of philosophy (activity)
Get yourself in gear
Why did I procrastinate? (activity)
Are you an early bird or a night owl?
When am I the most productive? (activity)
Balancing long- and short-term goals
I'm a goal setter (activity)
Solving time management problems
Finding time
Time estimates
How much time? (activity)
Time wasters
My time wasters (activity)
Close-up: friends tell friends to organize
Organizing is a management function
Coping with information
Speaking, writing, doing
Package 5, Workplace Writing
Writing in some form is a required part of most jobs, and it is becoming more important in the "information age." This package discusses overcoming writing fears, writing for different audiences, elements of good writing, the interconnection of writing and reading, and business letters.
Contents:
What is workplace writing?
How much do you know about writing . . ? (activity)
Take charge of your writing improvement
Find out more about your writing (activity)
Consider your reader
Main point, where are you? (activity)
Plan and write a business letter
Finish this letter, please
Say what you mean
Plain English, please
Close-up: less is more
Words business writers need to know
Coping with information
Speaking, writing, doing
Package 6, Telephone Skills
Tips on using the telephone to make good first impressions, conduct business, and make the most out of calls.
Contents:
Why learn telephone skills?
You can learn good telephone skills
Test your telephone knowledge (activity)
You get one chance to make a first impression (activity)
Phoning on the job
How do you sound? (activity)
Your feeling show
Talk with a smile
Act out your mood (activity)
Making the negative positive (activity)
Quicksand calls
I wish I hadn't said that (activity)
Take a message, please
What you need near the telephone
Close-up: telephone talk
Coping with information
Speaking, writing, doing
Package 7, Learning to Listen
"Most people like to hear themselves talk, but when it comes to listening, they tune out." Learn how to be a better listener to be a more effective teacher, to foster teamwork, to be a better learner, and to engage others. Good listening is a very important indication to students that you care.
Contents:
Listening bring success
How well do you listen? (activity)
Keep the speaker talking until you understand
Obtaining feedback (activity)
Listen with your eyes
Body language communicates (activity)
Be the best listener you can be
The best listeners (activity)
Good listeners are good communicators
Rate yourself as a listener (activity)
When you talk to yourself, is anybody listening?
Why bother to listen? (activity)
Good listening at work -- it works
Listen up! (activity)
Close-up: the customer comes first
Coping with information
Name the filters (activity)
Speaking, writing, doing
Package 8, Presenting Yourself
Developing speaking skills for effective communication and success on the job. Controlling anxiety, preparing a presentation, adjusting to audiences, using notes, and more.
Contents:
Speak out
Everyday presentations (activity)
What, me worry?
What signs of anxiety do you experience . . ? (activity)
Subdue your stage fright: meet the fear fighters
Adjust your presentation to the audience
What my audience needs (activity)
Change the words to suit your listeners
Choose the words (activity)
It's all in the delivery
Check your delivery (activity)
Use notes that work
Close-up: who is this person?
Coping with information
Speaking, writing, doing
Package 9, Criticism: Giving and Receiving
Criticism is frequently considered to be destructive and undesirable. But it may be constructive as well. Presented appropriately, it may be an important form of feedback and a very good communication technique. Read this to learn more about how to criticize and receive criticism constructively.
Contents:
Criticism is not a four-letter word
It's a skill
Measure your criticism knowledge (activity)
Accepting criticism
Shiva's story is positive
What's your response? (activity)
Take it on the chin
How do I handle criticism? (activity)
Giving criticism is a talent
Well, excu-u-u-se me! (activity)
Close-up: describe her as calm
Coping with information
Speaking, writing, doing
Package 10, Team Work
In working with others on a job, team work is essential. Good team work enables the team to accomplish much more than the members could accomplish with the same amount of effort on their own. In this case, "one plus one equals three." More and more, employers want their people to have team skills, and increasingly they are looking specifically for team skills in their job applicants. As teachers, we need to teach team work, we need to model it for our students, and we need to practice it for the benefit of the college and the community.
Contents:
The spirit of team work
My team quotient (activity)
What's so new about team building?
Is it a group or a team?
Is it a team? (activity)
Solve a problem, make a decision
What does it mean? (activity)
Healthy disagreement, what's that?
We're not disagreeing (activity)
No risk taking without trust
Take risk? No way (activity)
Close-up: self-directed teams
Coping with information
Speaking, writing, doing
The School-to-Work Series is a copyrighted publication and cannot be reproduced here in whole or in part. Below are brief descriptions and content outlines of the ten packages that compose the series. Each package consists of fifteen identical 8-page pamphlets ("In Touch Bulletins").
Package 1, Customer Service
A resource for instructors teaching students about the workplace, workplace attitudes, and dealing with people. Also for the instructor in meeting the needs of students of as "customers."
Contents:
Everyone is a customer
You are a customer, too
What do you know about customer service? (activity)
Business or serice I buy from oftem: (activity)
Knock-your-socks-off customer service skills
All customers are different
But what if you are the one who is different? (activity)
The double bagger theory: going the extra mile ...
Becoming a double bagger (activity)
Calming the angry customer
Calming the angry customer's problem (activity)
Most people don't listen -- they just wait ... to talk
Close-up: the customer comes first
How good is your service?
Coping with information
Speaking, writing, doing
Package 2, Self-Esteem
Greater self-esteem for greater happiness, productiveness, and success. Learn what it is, how to develop it, and how to use it.
Contents:
Self-esteem is how you feel inside
Understanding self-esteem (activity)
How to get and keep high self-esteem
Your recommendations, please (activity)
Don't try too hard
What a turn-off (activity)
Positive self-talk
Pass it on
Point of view (activity)
Self-esteem at work
Close-up: Dominick's dilemma
Coping with information
Speaking, writing, doing
Package 3, Setting Priorities
Working more efficiently, getting more done, and reducing stress by setting priorities. Identifying degrees of urgency, using daily schedules, and more.
Contents:
Putting first things first
How to juggle multiple tasks
Set priorities (activity)
Juggling at work: a story on setting priorities
Help! Tell Josh what to do! (activity)
Whose priority is this?
Name that priority (activity)
Is it urgent or important?
Urgent or important? (activity)
How do you know you're on the right track?
Staying on track (activity)
Setting personal priorities
Nonessentials
What are your priorities? (activity)
My daily schedule (activity)
Close-up: long-term goals
Coping with information
Speaking, writing, doing
Package 4, Organize Yourself
Saving time and finding time, reducing procrastination and frustration, accomplishing more, and sleeping better. Good tips for counseling students about study skills, and good ideas for instructors about organization to improve teaching.
Contents:
Getting it together
Control your environment
How organized are you? (activity)
A little organization will do it! (activity)
Procrastination: are you burning the midnight oil?
A bit of philosophy (activity)
Get yourself in gear
Why did I procrastinate? (activity)
Are you an early bird or a night owl?
When am I the most productive? (activity)
Balancing long- and short-term goals
I'm a goal setter (activity)
Solving time management problems
Finding time
Time estimates
How much time? (activity)
Time wasters
My time wasters (activity)
Close-up: friends tell friends to organize
Organizing is a management function
Coping with information
Speaking, writing, doing
Package 5, Workplace Writing
Writing in some form is a required part of most jobs, and it is becoming more important in the "information age." This package discusses overcoming writing fears, writing for different audiences, elements of good writing, the interconnection of writing and reading, and business letters.
Contents:
What is workplace writing?
How much do you know about writing . . ? (activity)
Take charge of your writing improvement
Find out more about your writing (activity)
Consider your reader
Main point, where are you? (activity)
Plan and write a business letter
Finish this letter, please
Say what you mean
Plain English, please
Close-up: less is more
Words business writers need to know
Coping with information
Speaking, writing, doing
Package 6, Telephone Skills
Tips on using the telephone to make good first impressions, conduct business, and make the most out of calls.
Contents:
Why learn telephone skills?
You can learn good telephone skills
Test your telephone knowledge (activity)
You get one chance to make a first impression (activity)
Phoning on the job
How do you sound? (activity)
Your feeling show
Talk with a smile
Act out your mood (activity)
Making the negative positive (activity)
Quicksand calls
I wish I hadn't said that (activity)
Take a message, please
What you need near the telephone
Close-up: telephone talk
Coping with information
Speaking, writing, doing
Package 7, Learning to Listen
"Most people like to hear themselves talk, but when it comes to listening, they tune out." Learn how to be a better listener to be a more effective teacher, to foster teamwork, to be a better learner, and to engage others. Good listening is a very important indication to students that you care.
Contents:
Listening bring success
How well do you listen? (activity)
Keep the speaker talking until you understand
Obtaining feedback (activity)
Listen with your eyes
Body language communicates (activity)
Be the best listener you can be
The best listeners (activity)
Good listeners are good communicators
Rate yourself as a listener (activity)
When you talk to yourself, is anybody listening?
Why bother to listen? (activity)
Good listening at work -- it works
Listen up! (activity)
Close-up: the customer comes first
Coping with information
Name the filters (activity)
Speaking, writing, doing
Package 8, Presenting Yourself
Developing speaking skills for effective communication and success on the job. Controlling anxiety, preparing a presentation, adjusting to audiences, using notes, and more.
Contents:
Speak out
Everyday presentations (activity)
What, me worry?
What signs of anxiety do you experience . . ? (activity)
Subdue your stage fright: meet the fear fighters
Adjust your presentation to the audience
What my audience needs (activity)
Change the words to suit your listeners
Choose the words (activity)
It's all in the delivery
Check your delivery (activity)
Use notes that work
Close-up: who is this person?
Coping with information
Speaking, writing, doing
Package 9, Criticism: Giving and Receiving
Criticism is frequently considered to be destructive and undesirable. But it may be constructive as well. Presented appropriately, it may be an important form of feedback and a very good communication technique. Read this to learn more about how to criticize and receive criticism constructively.
Contents:
Criticism is not a four-letter word
It's a skill
Measure your criticism knowledge (activity)
Accepting criticism
Shiva's story is positive
What's your response? (activity)
Take it on the chin
How do I handle criticism? (activity)
Giving criticism is a talent
Well, excu-u-u-se me! (activity)
Close-up: describe her as calm
Coping with information
Speaking, writing, doing
Package 10, Team Work
In working with others on a job, team work is essential. Good team work enables the team to accomplish much more than the members could accomplish with the same amount of effort on their own. In this case, "one plus one equals three." More and more, employers want their people to have team skills, and increasingly they are looking specifically for team skills in their job applicants. As teachers, we need to teach team work, we need to model it for our students, and we need to practice it for the benefit of the college and the community.
Contents:
The spirit of team work
My team quotient (activity)
What's so new about team building?
Is it a group or a team?
Is it a team? (activity)
Solve a problem, make a decision
What does it mean? (activity)
Healthy disagreement, what's that?
We're not disagreeing (activity)
No risk taking without trust
Take risk? No way (activity)
Close-up: self-directed teams
Coping with information
Speaking, writing, doing
THE TEACHER AS AN ORGANIZER
From:
The Center for Teaching Excellence at the United States Military Academy
Introduction
Teaching may best be defined as the organization of learning. So the problem of successful teaching is to organize learning for authentic results. Teaching may be thought of as the establishment of a situation in which it is hoped and believed that effective learning will take place. This situation is complicated and made up of many parts.
1. There must be a learner, or more usually a group of learners.
2. There must be facilities; a stated place and time for meeting, and books and other printed materials for learning.
3. There must be an orderly and understood procedure (routine and regular, or highly varied) for presenting, discussing and evaluating.
4. There must be some way of grading so that the teacher and more importantly the pupil, will know how the learning is coming along.
5. There must be an organizer who brings these parts into a whole -- in other words, the teacher.
Teaching is the organization of learning. Thus it follows that a teacher is essentially an organizer. The task of any organizer is to enable a group and the individuals in it to function effectively together for the achievement of a common purpose. This is precisely your proper role as a teacher.
Characteristics of a Teacher as an Organizer
1. A good organizer is not an autocrat. He or she does not make all the decisions or try to tell everybody in detail what to do and how and when to do it.
2. A good organizer, however, does not simply behave like any other member of the group, without any special rights, privileges, or powers. The group needs positive leadership in order to function effectively, clarify its purpose and achieve its desired results.
3. A good organizer helps the group and the individuals in it to discover, to formulate, and to clarify their own purposes. He or she will not merely tell the learners that they must learn and do this and do that.
4. A good organizer delegates and distributes responsibility as widely as possible. He or she will try to educate the group to manage its own affairs just as far as it can. With an immature and inexperienced group a good organizer will function to a considerable extent as a director, because he must function this way for the class to get anywhere. As the class learns how to work together, and as individuals in it learn to steer their own course, the function of the organizer merges more and more into guidance.
5. A good organizer encourages and values initiative. But the initiative is not just drifting and getting off the path. It is initiative that is always within in the framework of the purpose of the class.
6. A good organizer builds on strengths rather that emphasizing weakness. He or she goes on the constant assumption that everyone is capable of some achievement, some contribution, even though that achievement may be very modest, and perhaps very different from what the organizer expected or intended.
7. A good organizer fosters self-criticism and self-evaluation within the group. As leader, as director, as guide, the organizer must often take it upon himself or herself to reveal to the group where they have succeeded and where they have failed. However, he must develop the ability to hold a mirror up to the group do they can see and judge their own accomplishments and failings.
8. A good organizer maintains control, because without control and as controller, and constantly strives to develop within the class its own self-control in terms of its common purpose.
These are some of the operating characteristics of any good organizer. They are the operating characteristics of a first-rate teacher. A teacher organizes learning. Thus, a teacher's work is different in many important specific and detailed respects from the work of a factory manager, the head of a business department, or the administrator of a school system. But the teacher, like any other organizer, works primarily with people, and his task and responsibility are to create situations in which people can do their best and achieve their best.
The Center for Teaching Excellence at the United States Military Academy
Introduction
Teaching may best be defined as the organization of learning. So the problem of successful teaching is to organize learning for authentic results. Teaching may be thought of as the establishment of a situation in which it is hoped and believed that effective learning will take place. This situation is complicated and made up of many parts.
1. There must be a learner, or more usually a group of learners.
2. There must be facilities; a stated place and time for meeting, and books and other printed materials for learning.
3. There must be an orderly and understood procedure (routine and regular, or highly varied) for presenting, discussing and evaluating.
4. There must be some way of grading so that the teacher and more importantly the pupil, will know how the learning is coming along.
5. There must be an organizer who brings these parts into a whole -- in other words, the teacher.
Teaching is the organization of learning. Thus it follows that a teacher is essentially an organizer. The task of any organizer is to enable a group and the individuals in it to function effectively together for the achievement of a common purpose. This is precisely your proper role as a teacher.
Characteristics of a Teacher as an Organizer
1. A good organizer is not an autocrat. He or she does not make all the decisions or try to tell everybody in detail what to do and how and when to do it.
2. A good organizer, however, does not simply behave like any other member of the group, without any special rights, privileges, or powers. The group needs positive leadership in order to function effectively, clarify its purpose and achieve its desired results.
3. A good organizer helps the group and the individuals in it to discover, to formulate, and to clarify their own purposes. He or she will not merely tell the learners that they must learn and do this and do that.
4. A good organizer delegates and distributes responsibility as widely as possible. He or she will try to educate the group to manage its own affairs just as far as it can. With an immature and inexperienced group a good organizer will function to a considerable extent as a director, because he must function this way for the class to get anywhere. As the class learns how to work together, and as individuals in it learn to steer their own course, the function of the organizer merges more and more into guidance.
5. A good organizer encourages and values initiative. But the initiative is not just drifting and getting off the path. It is initiative that is always within in the framework of the purpose of the class.
6. A good organizer builds on strengths rather that emphasizing weakness. He or she goes on the constant assumption that everyone is capable of some achievement, some contribution, even though that achievement may be very modest, and perhaps very different from what the organizer expected or intended.
7. A good organizer fosters self-criticism and self-evaluation within the group. As leader, as director, as guide, the organizer must often take it upon himself or herself to reveal to the group where they have succeeded and where they have failed. However, he must develop the ability to hold a mirror up to the group do they can see and judge their own accomplishments and failings.
8. A good organizer maintains control, because without control and as controller, and constantly strives to develop within the class its own self-control in terms of its common purpose.
These are some of the operating characteristics of any good organizer. They are the operating characteristics of a first-rate teacher. A teacher organizes learning. Thus, a teacher's work is different in many important specific and detailed respects from the work of a factory manager, the head of a business department, or the administrator of a school system. But the teacher, like any other organizer, works primarily with people, and his task and responsibility are to create situations in which people can do their best and achieve their best.
09 Januari 2009
CLASSROOM ASSESSMENT TECHNIQUES
Thomas A. Angelo and K. Patricia Cross
In the 1990's, educational reformers are seeking answers to two fundamental questions: (1) How well are students learning? and (2) How effectively are teachers teaching? Classroom Research and Classroom Assessment respond directly to concerns about better learning and more effective teaching. Classroom Research was developed to encourage college teachers to become more systematic and sensitive observers of learning as it takes place every day in their classrooms. Faculty have an exceptional opportunity to use their classrooms as laboratories for the study of learning and through such study to develop a better understanding of the learning process and the impact of their teaching upon it. Classroom Assessment, a major component of Classroom Research, involves student and teachers in the continuous monitoring of students' learning. It provides faculty with feedback about their effectiveness as teachers, and it gives students a measure of their progress as learners. Most important, because Classroom Assessments are created, administered, and analyzed by teachers themselves on questions of teaching and learning that are important to them, the likelihood that instructors will apply the results of the assessment to their own teaching is greatly enhances.
Through close observation of students in the process of learning, the collection of frequent feedback on students' learning, and the design of modest classroom experiments, teachers can learn much about how students learn and, more specifically, how students respond to particular teaching approaches. Classroom Assessment helps individual college teachers obtain useful feedback on what, how much, and how well their students are learning. Faculty can then use this information to refocus their teaching to help students make their learning more efficient and more effective.
College instructors who have assumed that their students were learning what they were trying to teach them are regularly faced with disappointing evidence to the contrary when they grade tests and term papers. Too often, students have not learned as much or as well as was expected. There are gaps, sometimes considerable ones, between what was taught and what has been learned. By the time faculty notice these gaps in knowledge or understanding, it is frequently too late to remedy the problems.
To avoid such unhappy surprises, faculty and students need better ways to monitor learning throughout the semester. Specifically, teachers need a continuous flow of accurate information on student learning. For example, if a teacher's goal is to help students learn points "A" through "Z" during the course, then that teacher needs first to know whether all students are really starting at point "A" and, as the course proceeds, whether they have reached intermediate points "B," "G," "L," "R," "W," and so on. To ensure high-quality learning, it is not enough to test students when the syllabus has arrived at points "M" and "Z." Classroom Assessment is particularly useful for checking how well students are learning at those initial and intermediate points, and for providing information for improvement when learning is less than satisfactory.
Through practice in Classroom Assessment, faculty become better able to understand and promote learning, and increase their ability to help the students themselves become more effective, self-assessing, self-directed learners. Simply put, the central purpose of Classroom Assessment is to empower both teachers and their students to improve the quality of learning in the classroom.
Classroom Assessment is an approach designed to help teachers find out what students are learning in the classroom and how well they are learning it. This approach has the following characteristics:
* Learner-Centered
Classroom Assessment focuses the primary attention of teachers and students on observing and improving learning, rather than on observing and improving teaching. Classroom Assessment can provide information to guide teachers and students in making adjustments to improve learning.
* Teacher-Directed
Classroom Assessment respects the autonomy, academic freedom, and professional judgement of college faculty. The individual teacher decides what to assess, how to assess, and how to respond to the information gained through the assessment. Also, the teacher is not obliged to share the result of Classroom Assessment with anyone outside the classroom.
* Mutually Beneficial
Because it is focused on learning, Classroom Assessment requires the active participation of students. By cooperating in assessment, students reinforce their grasp of the course content and strengthen their own skills at self-assessment. Their motivation is increased when they realize that faculty are interested and invested in their success as learners. Faculty also sharpen their teaching focus by continually asking themselves three questions: "What are the essential skills and knowledge I am trying to Teach?" "How can I find out whether students are learning them?" "How can I help students learn better?" As teachers work closely with students to answer these questions, they improve their teaching skills and gain new insights.
* Formative
Classroom Assessment's purpose is to improve the quality of student learning, not to provide evidence for evaluating or grading students. The assessment is almost never graded and are almost always anonymous.
* Context-Specific
Classroom Assessments have to respond to the particular needs and characteristics of the teachers, students, and disciplines to which they are applied. What works well in one class will not necessary work in another.
* Ongoing
Classroom Assessment is an ongoing process, best thought of as the creating and maintenance of a classroom "feedback loop." By using a number of simple Classroom Assessment Techniques that are quick and easy to use, teachers get feedback from students on their learning. Faculty then complete the loop by providing students with feedback on the results of the assessment and suggestions for improving learning. To check on the usefulness of their suggestions, faculty use Classroom Assessment again, continuing the "feedback loop." As the approach becomes integrated into everyday classroom activities, the communications loop connecting faculty and students -- and teaching and learning -- becomes more efficient and more effective.
* Rooted in Good Teaching Practice
Classroom Assessment is an attempt to build on existing good practice by making feedback on students' learning more systematic, more flexible, and more effective. Teachers already ask questions, react to students' questions, monitor body language and facial expressions, read homework and tests, and so on. Classroom Assessment provides a way to integrate assessment systematically and seamlessly into the traditional classroom teaching and learning process
As they are teaching, faculty monitor and react to student questions, comments, body language, and facial expressions in an almost automatic fashion. This "automatic" information gathering and impression formation is a subconscious and implicit process. Teachers depend heavily on their impressions of student learning and make important judgments based on them, but they rarely make those informal assessments explicit or check them against the students' own impressions or ability to perform. In the course of teaching, college faculty assume a great deal about their students' learning, but most of their assumptions remain untested.
Even when college teachers routinely gather potentially useful information on student learning through questions, quizzes, homework, and exams, it is often collected too late -- at least from the students' perspective - to affect their learning. In practice, it is very difficult to "de-program" students who are used to thinking of anything they have been tested and graded on as being "over and done with." Consequently, the most effective times to assess and provide feedback are before the chapter tests or the midterm an final examinations. Classroom Assessment aims at providing that early feedback.
Classroom Assessment is based on seven assumptions:
1. The quality of student learning is directly, although not exclusively, related to the quality of teaching. Therefore, one of the most promising ways to improve learning is to improve teaching.
2. To improve their effectiveness, teachers need first to make their goals and objectives explicit and then to get specific, comprehensible feedback on the extent to which they are achieving those goals and objectives.
3. To improve their learning, students need to receive appropriate and focused feedback early and often; they also need to learn how to assess their own learning.
4. The type of assessment most likely to improve teaching and learning is that conducted by faculty to answer questions they themselves have formulated in response to issues or problems in their own teaching.
5. Systematic inquiry and intellectual challenge are powerful sources of motivation, growth, and renewal for college teachers, and Classroom Assessment can provide such challenge.
6. Classroom Assessment does not require specialized training; it can be carried out by dedicated teachers from all disciplines.
7. By collaborating with colleagues and actively involving students in Classroom Assessment efforts, faculty (and students) enhance learning and personal satisfaction.
To begin Classroom Assessment it is recommended that only one or two of the simplest Classroom Assessment Techniques are tried in only one class. In this way very little planning or preparation time and energy of the teacher and students is risked. In most cases, trying out a simple Classroom Assessment Technique will require only five to ten minutes of class time and less than an hour of time out of class. After trying one or two quick assessments, the decision as to whether this approach is worth further investments of time and energy can be made. This process of starting small involves three steps:
Step 1: Planning
Select one, and only one, of your classes in which to try out the Classroom Assessment. Decide on the class meeting and select a Classroom Assessment Technique. Choose a simple and quick one.
Step 2: Implementing
Make sure the students know what you are doing and that they clearly understand the procedure. Collect the responses and analyze them as soon as possible.
Step 3: Responding
To capitalize on time spent assessing, and to motivate students to become actively involved, "close the feedback loop" by letting them know what you learned from the assessments and what difference that information will make.
Five suggestions for a successful start:
1. If a Classroom Assessment Techniques does not appeal to your intuition and professional judgement as a teacher, don't use it.
2. Don't make Classroom Assessment into a self-inflicted chore or burden.
3. Don't ask your students to use any Classroom Assessment Technique you haven't previously tried on yourself.
4. Allow for more time than you think you will need to carry out and respond to the assessment.
5. Make sure to "close the loop." Let students know what you learn from their feedback and how you and they can use that information to improve learning.
In the 1990's, educational reformers are seeking answers to two fundamental questions: (1) How well are students learning? and (2) How effectively are teachers teaching? Classroom Research and Classroom Assessment respond directly to concerns about better learning and more effective teaching. Classroom Research was developed to encourage college teachers to become more systematic and sensitive observers of learning as it takes place every day in their classrooms. Faculty have an exceptional opportunity to use their classrooms as laboratories for the study of learning and through such study to develop a better understanding of the learning process and the impact of their teaching upon it. Classroom Assessment, a major component of Classroom Research, involves student and teachers in the continuous monitoring of students' learning. It provides faculty with feedback about their effectiveness as teachers, and it gives students a measure of their progress as learners. Most important, because Classroom Assessments are created, administered, and analyzed by teachers themselves on questions of teaching and learning that are important to them, the likelihood that instructors will apply the results of the assessment to their own teaching is greatly enhances.
Through close observation of students in the process of learning, the collection of frequent feedback on students' learning, and the design of modest classroom experiments, teachers can learn much about how students learn and, more specifically, how students respond to particular teaching approaches. Classroom Assessment helps individual college teachers obtain useful feedback on what, how much, and how well their students are learning. Faculty can then use this information to refocus their teaching to help students make their learning more efficient and more effective.
College instructors who have assumed that their students were learning what they were trying to teach them are regularly faced with disappointing evidence to the contrary when they grade tests and term papers. Too often, students have not learned as much or as well as was expected. There are gaps, sometimes considerable ones, between what was taught and what has been learned. By the time faculty notice these gaps in knowledge or understanding, it is frequently too late to remedy the problems.
To avoid such unhappy surprises, faculty and students need better ways to monitor learning throughout the semester. Specifically, teachers need a continuous flow of accurate information on student learning. For example, if a teacher's goal is to help students learn points "A" through "Z" during the course, then that teacher needs first to know whether all students are really starting at point "A" and, as the course proceeds, whether they have reached intermediate points "B," "G," "L," "R," "W," and so on. To ensure high-quality learning, it is not enough to test students when the syllabus has arrived at points "M" and "Z." Classroom Assessment is particularly useful for checking how well students are learning at those initial and intermediate points, and for providing information for improvement when learning is less than satisfactory.
Through practice in Classroom Assessment, faculty become better able to understand and promote learning, and increase their ability to help the students themselves become more effective, self-assessing, self-directed learners. Simply put, the central purpose of Classroom Assessment is to empower both teachers and their students to improve the quality of learning in the classroom.
Classroom Assessment is an approach designed to help teachers find out what students are learning in the classroom and how well they are learning it. This approach has the following characteristics:
* Learner-Centered
Classroom Assessment focuses the primary attention of teachers and students on observing and improving learning, rather than on observing and improving teaching. Classroom Assessment can provide information to guide teachers and students in making adjustments to improve learning.
* Teacher-Directed
Classroom Assessment respects the autonomy, academic freedom, and professional judgement of college faculty. The individual teacher decides what to assess, how to assess, and how to respond to the information gained through the assessment. Also, the teacher is not obliged to share the result of Classroom Assessment with anyone outside the classroom.
* Mutually Beneficial
Because it is focused on learning, Classroom Assessment requires the active participation of students. By cooperating in assessment, students reinforce their grasp of the course content and strengthen their own skills at self-assessment. Their motivation is increased when they realize that faculty are interested and invested in their success as learners. Faculty also sharpen their teaching focus by continually asking themselves three questions: "What are the essential skills and knowledge I am trying to Teach?" "How can I find out whether students are learning them?" "How can I help students learn better?" As teachers work closely with students to answer these questions, they improve their teaching skills and gain new insights.
* Formative
Classroom Assessment's purpose is to improve the quality of student learning, not to provide evidence for evaluating or grading students. The assessment is almost never graded and are almost always anonymous.
* Context-Specific
Classroom Assessments have to respond to the particular needs and characteristics of the teachers, students, and disciplines to which they are applied. What works well in one class will not necessary work in another.
* Ongoing
Classroom Assessment is an ongoing process, best thought of as the creating and maintenance of a classroom "feedback loop." By using a number of simple Classroom Assessment Techniques that are quick and easy to use, teachers get feedback from students on their learning. Faculty then complete the loop by providing students with feedback on the results of the assessment and suggestions for improving learning. To check on the usefulness of their suggestions, faculty use Classroom Assessment again, continuing the "feedback loop." As the approach becomes integrated into everyday classroom activities, the communications loop connecting faculty and students -- and teaching and learning -- becomes more efficient and more effective.
* Rooted in Good Teaching Practice
Classroom Assessment is an attempt to build on existing good practice by making feedback on students' learning more systematic, more flexible, and more effective. Teachers already ask questions, react to students' questions, monitor body language and facial expressions, read homework and tests, and so on. Classroom Assessment provides a way to integrate assessment systematically and seamlessly into the traditional classroom teaching and learning process
As they are teaching, faculty monitor and react to student questions, comments, body language, and facial expressions in an almost automatic fashion. This "automatic" information gathering and impression formation is a subconscious and implicit process. Teachers depend heavily on their impressions of student learning and make important judgments based on them, but they rarely make those informal assessments explicit or check them against the students' own impressions or ability to perform. In the course of teaching, college faculty assume a great deal about their students' learning, but most of their assumptions remain untested.
Even when college teachers routinely gather potentially useful information on student learning through questions, quizzes, homework, and exams, it is often collected too late -- at least from the students' perspective - to affect their learning. In practice, it is very difficult to "de-program" students who are used to thinking of anything they have been tested and graded on as being "over and done with." Consequently, the most effective times to assess and provide feedback are before the chapter tests or the midterm an final examinations. Classroom Assessment aims at providing that early feedback.
Classroom Assessment is based on seven assumptions:
1. The quality of student learning is directly, although not exclusively, related to the quality of teaching. Therefore, one of the most promising ways to improve learning is to improve teaching.
2. To improve their effectiveness, teachers need first to make their goals and objectives explicit and then to get specific, comprehensible feedback on the extent to which they are achieving those goals and objectives.
3. To improve their learning, students need to receive appropriate and focused feedback early and often; they also need to learn how to assess their own learning.
4. The type of assessment most likely to improve teaching and learning is that conducted by faculty to answer questions they themselves have formulated in response to issues or problems in their own teaching.
5. Systematic inquiry and intellectual challenge are powerful sources of motivation, growth, and renewal for college teachers, and Classroom Assessment can provide such challenge.
6. Classroom Assessment does not require specialized training; it can be carried out by dedicated teachers from all disciplines.
7. By collaborating with colleagues and actively involving students in Classroom Assessment efforts, faculty (and students) enhance learning and personal satisfaction.
To begin Classroom Assessment it is recommended that only one or two of the simplest Classroom Assessment Techniques are tried in only one class. In this way very little planning or preparation time and energy of the teacher and students is risked. In most cases, trying out a simple Classroom Assessment Technique will require only five to ten minutes of class time and less than an hour of time out of class. After trying one or two quick assessments, the decision as to whether this approach is worth further investments of time and energy can be made. This process of starting small involves three steps:
Step 1: Planning
Select one, and only one, of your classes in which to try out the Classroom Assessment. Decide on the class meeting and select a Classroom Assessment Technique. Choose a simple and quick one.
Step 2: Implementing
Make sure the students know what you are doing and that they clearly understand the procedure. Collect the responses and analyze them as soon as possible.
Step 3: Responding
To capitalize on time spent assessing, and to motivate students to become actively involved, "close the feedback loop" by letting them know what you learned from the assessments and what difference that information will make.
Five suggestions for a successful start:
1. If a Classroom Assessment Techniques does not appeal to your intuition and professional judgement as a teacher, don't use it.
2. Don't make Classroom Assessment into a self-inflicted chore or burden.
3. Don't ask your students to use any Classroom Assessment Technique you haven't previously tried on yourself.
4. Allow for more time than you think you will need to carry out and respond to the assessment.
5. Make sure to "close the loop." Let students know what you learn from their feedback and how you and they can use that information to improve learning.
CLASSROOM ASSESSMENT TECHNIQUE EXAMPLES
Thomas A. Angelo and K. Patricia Cross
Background Knowledge Probe
Description:
At the first class meeting, many college teachers ask students for general information on their level of preparation, often requesting that students list courses they have already taken in the relevant field. This technique is designed to collect much more specific, and more useful, feedback on students' prior learning. Background Knowledge Probes are short, simple questionnaires prepared by instructors for use at the beginning of a course, at the start of a new unit or lesson, or prior to introducing an important new topic. A given Background Knowledge Probe may require students to write short answers, to circle the correct response to multiple-choice questions, or both.
Step-by-Step Procedure:
1. Before introducing an important new concept, subject, or topic in the course syllabus, consider what the students may already know about it. Recognizing that their knowledge may be partial, fragmentary, simplistic, or even incorrect, try to find at lease one point that most students are likely to know, and use that point to lead into others, less familiar points.
2. Prepare two or three open-ended questions, a handful of short-answer questions, or ten to twenty multiple-choice questions that will probe the students' existing knowledge of that concept, subject, or topic. These questions need to be carefully phrased, since a vocabulary that may not be familiar to the students can obscure your assessment of how well they know the facts or concepts.
3. Write your open-ended questions on the chalkboard, or hand out short questionnaires. Direct student to answer open-ended questions succinctly, in two or three sentences if possible. Make a point of announcing that these Background Knowledge Probes are not tests or quizzes and will not be graded. Encourage students to give thoughtful answers that will help you make effective instructional decisions.
4. At the next class meeting, or as soon as possible, let students know the results, and tell them how that information will affect what you do as the teacher and how it should affect what they do as learners.
Minute Paper
Description:
No other technique has been used more often or by more college teachers than the Minute Paper. This technique -- also known as the One-Minute Paper and the Half-Sheet Response -- provides a quick and extremely simple way to collect written feedback on student learning. To use the Minute Paper, an instructor stops class two or three minutes early and asks students to respond briefly to some variation on the following two questions: "What was the most important thing you learned during this class?" and "What important question remains unanswered?" Students they write their responses on index cards or half-sheets of scrap paper and hand them in.
Step-by-Step Procedure:
1. Decide first what you want to focus on and, as a consequence, when to administer the Minute Paper. If you want to focus on students' understanding of a lecture, the last few minutes of class may be the best time. If your focus is on a prior homework assignment, however, the first few minutes may be more appropriate.
2. Using the two basic questions from the "Description" above as starting points, write Minute Paper prompts that fit your course and students. Try out your Minute Paper on a colleague or teaching assistant before using it in class.
3. Plan to set aside five to ten minutes of your next class to use the technique, as well as time later to discuss the results.
4. Before class, write one or, at the most, two Minute Paper questions on the chalkboard or prepare an overhead transparency.
5. At a convenient time, hand out index cards or half-sheets of scrap paper.
6. Unless there is a very good reason to know who wrote what, direct students to leave their names off the papers or cards.
7. Let the students know how much time they will have (two to five minutes per question is usually enough), what kinds of answers you want (words, phrases, or short sentences), and when they can expect your feedback.
Muddiest Point
Description:
The Muddiest Point is just about the simplest technique one can use. It is also remarkable efficient, since it provides a high information return for a very low investment of time and energy. The technique consists of asking students to jot down a quick response to one question: "What was the muddiest point in ........?" The focus of the Muddiest Point assessment might be a lecture, a discussion, a homework assignment, a play, or a film.
Step-by-Step Procedure:
1. Determine what you want feedback on: the entire class session or one self-contained segment? A lecture, a discussion, a presentation?
2. If you are using the technique in class, reserve a few minutes at the end of the class session. Leave enough time to ask the question, to allow students to respond, and to collect their responses by the usual ending time.
3. Let students know beforehand how much time they will have to respond and what use you will make of their responses.
4. Pass out slips of paper or index cards for students to write on.
5. Collect the responses as or before students leave. Stationing yourself at the door and collecting "muddy points" as students file out is one way; leaving a "muddy point" collection box by the exit is another.
6. Respond to the students' feedback during the next class meeting or as soon as possible afterward.
One-Sentence Summary
Description:
This simple technique challenges students to answer the questions "Who does what to whom, when, where, how, and why?" (represented by the letters WDWWWWHW) about a given topic, and then to synthesize those answers into a simple informative, grammatical, and long summary sentence.
Step-by-Step Procedure:
1. Select an important topic or work that your students have recently studied in your course and that you expect them to learn to summarize.
2. Working as quickly as you can, answer the questions "Who Did/Does What to Whom, When, Where, How and Why?" in relation to that topic. Note how long this first step takes you.
3. Next, turn your answers into a grammatical sentence that follows WDWWWWHS pattern. Not how long this second step takes.
4. Allow your students up to twice as much time as it took you to carry out the task and give them clear direction on the One-Sentence Summary technique before you announce the topic to be summarized.
What's the Principle?
Description:
After students figure out what type of problem they are dealing with, they often must then decide what principle or principles to apply in order to solve the problem. This technique focuses on this step in problem solving. It provides students with a few problems and asks them to state the principle that best applies to each problem.
Step-by-Step Procedure:
1. Identify the basic principles that you expect students to learn in your course. Make sure focus only on those that students have been taught.
2. Find or create sample problems or short examples that illustrate each of these principles. Each example should illustrate only one principle.
3. Create a What's the Principle? form that includes a listing of the relevant principles and specific examples or problems for students to match to those principles.
4. Try out your assessment on a graduate student or colleague to make certain it is not too difficult or too time-consuming to use in class.
5. After you have make any necessary revisions to the form, apply the assessment.
Background Knowledge Probe
Description:
At the first class meeting, many college teachers ask students for general information on their level of preparation, often requesting that students list courses they have already taken in the relevant field. This technique is designed to collect much more specific, and more useful, feedback on students' prior learning. Background Knowledge Probes are short, simple questionnaires prepared by instructors for use at the beginning of a course, at the start of a new unit or lesson, or prior to introducing an important new topic. A given Background Knowledge Probe may require students to write short answers, to circle the correct response to multiple-choice questions, or both.
Step-by-Step Procedure:
1. Before introducing an important new concept, subject, or topic in the course syllabus, consider what the students may already know about it. Recognizing that their knowledge may be partial, fragmentary, simplistic, or even incorrect, try to find at lease one point that most students are likely to know, and use that point to lead into others, less familiar points.
2. Prepare two or three open-ended questions, a handful of short-answer questions, or ten to twenty multiple-choice questions that will probe the students' existing knowledge of that concept, subject, or topic. These questions need to be carefully phrased, since a vocabulary that may not be familiar to the students can obscure your assessment of how well they know the facts or concepts.
3. Write your open-ended questions on the chalkboard, or hand out short questionnaires. Direct student to answer open-ended questions succinctly, in two or three sentences if possible. Make a point of announcing that these Background Knowledge Probes are not tests or quizzes and will not be graded. Encourage students to give thoughtful answers that will help you make effective instructional decisions.
4. At the next class meeting, or as soon as possible, let students know the results, and tell them how that information will affect what you do as the teacher and how it should affect what they do as learners.
Minute Paper
Description:
No other technique has been used more often or by more college teachers than the Minute Paper. This technique -- also known as the One-Minute Paper and the Half-Sheet Response -- provides a quick and extremely simple way to collect written feedback on student learning. To use the Minute Paper, an instructor stops class two or three minutes early and asks students to respond briefly to some variation on the following two questions: "What was the most important thing you learned during this class?" and "What important question remains unanswered?" Students they write their responses on index cards or half-sheets of scrap paper and hand them in.
Step-by-Step Procedure:
1. Decide first what you want to focus on and, as a consequence, when to administer the Minute Paper. If you want to focus on students' understanding of a lecture, the last few minutes of class may be the best time. If your focus is on a prior homework assignment, however, the first few minutes may be more appropriate.
2. Using the two basic questions from the "Description" above as starting points, write Minute Paper prompts that fit your course and students. Try out your Minute Paper on a colleague or teaching assistant before using it in class.
3. Plan to set aside five to ten minutes of your next class to use the technique, as well as time later to discuss the results.
4. Before class, write one or, at the most, two Minute Paper questions on the chalkboard or prepare an overhead transparency.
5. At a convenient time, hand out index cards or half-sheets of scrap paper.
6. Unless there is a very good reason to know who wrote what, direct students to leave their names off the papers or cards.
7. Let the students know how much time they will have (two to five minutes per question is usually enough), what kinds of answers you want (words, phrases, or short sentences), and when they can expect your feedback.
Muddiest Point
Description:
The Muddiest Point is just about the simplest technique one can use. It is also remarkable efficient, since it provides a high information return for a very low investment of time and energy. The technique consists of asking students to jot down a quick response to one question: "What was the muddiest point in ........?" The focus of the Muddiest Point assessment might be a lecture, a discussion, a homework assignment, a play, or a film.
Step-by-Step Procedure:
1. Determine what you want feedback on: the entire class session or one self-contained segment? A lecture, a discussion, a presentation?
2. If you are using the technique in class, reserve a few minutes at the end of the class session. Leave enough time to ask the question, to allow students to respond, and to collect their responses by the usual ending time.
3. Let students know beforehand how much time they will have to respond and what use you will make of their responses.
4. Pass out slips of paper or index cards for students to write on.
5. Collect the responses as or before students leave. Stationing yourself at the door and collecting "muddy points" as students file out is one way; leaving a "muddy point" collection box by the exit is another.
6. Respond to the students' feedback during the next class meeting or as soon as possible afterward.
One-Sentence Summary
Description:
This simple technique challenges students to answer the questions "Who does what to whom, when, where, how, and why?" (represented by the letters WDWWWWHW) about a given topic, and then to synthesize those answers into a simple informative, grammatical, and long summary sentence.
Step-by-Step Procedure:
1. Select an important topic or work that your students have recently studied in your course and that you expect them to learn to summarize.
2. Working as quickly as you can, answer the questions "Who Did/Does What to Whom, When, Where, How and Why?" in relation to that topic. Note how long this first step takes you.
3. Next, turn your answers into a grammatical sentence that follows WDWWWWHS pattern. Not how long this second step takes.
4. Allow your students up to twice as much time as it took you to carry out the task and give them clear direction on the One-Sentence Summary technique before you announce the topic to be summarized.
What's the Principle?
Description:
After students figure out what type of problem they are dealing with, they often must then decide what principle or principles to apply in order to solve the problem. This technique focuses on this step in problem solving. It provides students with a few problems and asks them to state the principle that best applies to each problem.
Step-by-Step Procedure:
1. Identify the basic principles that you expect students to learn in your course. Make sure focus only on those that students have been taught.
2. Find or create sample problems or short examples that illustrate each of these principles. Each example should illustrate only one principle.
3. Create a What's the Principle? form that includes a listing of the relevant principles and specific examples or problems for students to match to those principles.
4. Try out your assessment on a graduate student or colleague to make certain it is not too difficult or too time-consuming to use in class.
5. After you have make any necessary revisions to the form, apply the assessment.
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