Belajar Soal Bahasa Inggris

     A Vision of Effective Islamic Education

     The vision of Islamic education presented here makes a fundamental distinction between teaching about Islam and teaching about being Muslim. As  mentioned earlier, Muslim educators, for the most part, have been content to teach facts about Islam, since this is an easier and less demanding approach. We have not met the challenge of developing a systematic program to teach our children about being Muslimwhich requires a more subtle and profound understanding of both the nature of children and Islam itself. The goal of Islamic education is not to fill our childrens minds with information about Islam, but rather to teach them about being Muslim.
     Several assumptions about the nature and scope of Islamic education under-gird the vision of Islamic education presented here. Islamic education, first and foremost, must focus on teaching values and emphasize issues of identity and self-esteem; furthermore, it must address the real concerns of students, and it must emphasize and provide for training in leadership. Finally, in order to achieve the goals of Islamic education it is essential to gain the active involvement of parents.
     In developing our approach, we should not hesitate to benefit from recent  educational research. This research suggests that several factors are essential for effective teaching and learning to occur. These factors are summarized in the statement that teaching and learning are effective when they are meaningful, integrative, value-based, challenging and active. These factors are discussed in detail in Expectations of Excellence: Curriculum Standards for Social Studies. Washington, DC. National Council for the Social Studies, 1996. We believe that these factors apply to Islamic education as well and Muslim educators must become better aware of the important role these factors play in effective learning. We suggest that future programs in Islamic education must be evaluated in light of these basic factors and assumptions.
     Effective Islamic teaching and learning must be meaningful. Students should feel that the content of their curriculum is worth learning, because it is meaningful  and relevant to their lives. When learning is meaningful and relevant, students are intrinsically motivated to learn. Furthermore, students must be led to  discover the larger connections between the knowledge and skills they are learningrather than memorizing isolated bits of information. Especially as Muslims, our children must be trained always to keep their eye on the whole picture, or macro-view, whenever studying. This, in part, is the meaning of tauhid. Islamic teaching and learning must therefore focus on examining major themes and important topics, rather than superficial coverage of many different topics.
This approach advocates that the Islamic Studies curriculum be structured coherently around the concept of powerful ideas.
1. What does the passage talk about?
2. What is the important starting point in teaching Islamic education?
3. What are the essential factors for effective teaching and learning?
4. What do you think about the goal of Islamic education?
5. What is the role of parents to gain the goal of Islamic education?

Answer all questions below based on the information in the passage:
Who has a big part in transferring Islamic knowledge?
Students
Educators
Parents
Government

What is the main point that the Muslim educator should teach?
Being Muslim
About the facts of Islam
Islamic studies
Self identity

What is the focus of Islamic education?
The curriculum of being Muslim
The basic standard of Islamic teaching
The duties of Muslim
The values and self identity

What is the suggestion stated in the passage?
The curriculum of Islamic education should be correlated with the Islamic moral values.
Muslim educators must aware to the condition of their students.
Effective teaching and learning will occur when they are meaningful, integrative, value-based, challenging and active.
The students should be trained as leaders in the future.

What will happen to the students when the learning process is meaningful?
They will get better understanding
They will have good attention to the teacher
They can play while learning process
They will be intrinsically motivated to learn

NOUN CLAUSE
     A noun clause is a group of words that contains a subject and a verb; however, it cannot stand alone as a sentence. Therefore, a noun clause is a clause that plays the role of a noun. For example:

What you think does not matter.
I like what I see.
I know that the tide is turning.

Compare the three examples above to these:

It does not matter
I like cakes.
I know London.

     The words in bold are all nouns. This shows that underlined clauses in the first three examples are functioning as nouns, making them noun clauses.
Like any noun, a noun clause can be a subject, an object, or a complement.

What you think does not matter.
(In this example, the noun clause is the subject of the sentence)

I dont know what she thinks.
(In this example, the noun clause is the object of the sentence)

Man is what he eats.
(In this example, the noun clause is a complement)

Noun clauses can begin with
a question word:
        where he lives
        what one says
        who the man is
        how she survives

whether or if
        whether she will stay
        if she will stay

a question word + TO infinitive
        what to say
        where to meet

that
        that he is innocent
        that she knows three languages

Examples :
Noun clauses as a subject:
What she is doing is not known.
What you said is not clear.
Where she lives is not considered.

Noun clauses as a direct object:
She knows what my name is.
I noticed where they were going.

Noun clauses as an indirect object:
I will give whoever gets the best mark a new calculator.
Martha will give whoever she sees there her old bag.

Noun clauses after linking verbs be, become, seem, look:
The taste of the soup wasnt as we expected.
That is not what they want.
You look what you claim to be.
She seems as if she is a poor woman.
You looked as if you made a mistake.

EXERCISE
Complete each sentence with a properly formed noun clause:
John asked me ________________.
A. where was his wallet
B. where his wallet was

I couldn't tell him ________________.
A. where was I
B. where I was

I don't know ________________.
A. how many children he has
B. how many children does he have

________________ is not important.
A. How close we are
B. How close are we

________________ was sad.
A. What did she say
B. What she said

We are not responsible for ________________.
A. what our children say
B. what do our children say

Is it true ________________ about you?
A. what did he say
B. what he said

I'm not going to tell you ________________.
A. what should you do
B. what you should do

I wonder if ________________ from Germany.
A. is he
B. he is

The teacher told us ________________ our finished exams.
A. where we should leave
B. where should we leave

WRITING
Writen an argumentative article talk about Building Islamic Education Through Social Media For Teenager!
The article must be at least consist of 3 paragraph!