Mohammad Husni Mubarok
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引用次数: 3

摘要

反映了今天的现实,许多人缺乏科学的Shorof,但今天更强调公共科学,好像伊斯兰寄宿学校是古老的。甚至,他们认为伊斯兰寄宿学校的证书不能用于申请工作。但是,它可以引导我们深入了解神学。本研究旨在了解伊斯兰寄宿学校学习方法的不足及其可持续性和拖延性因素。这种类型的研究是描述性质的方法。这是一个研究过程,从当事人那里得到书面和口头的数据,这与肖夫的学习方法有直接的联系。然后,对它们进行了详细的描述和研究。这些发现是系统地完成的。影响学习的因素包括伊斯兰寄宿学校的课程、建筑设施和教师。而且,抑制因素包括由于伊斯兰寄宿学校的广泛存在而变得不守规矩的学生数量。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
METODE PEMBELAJARAN SHOROF DI PONDOK PESANTRENSUKAHIDENG, SUKARAME, KABUPATEN TASIKMALAYA
Reflecting the reality of today, many people have lacked thescience of Shorof, but today is placing more emphasis on public scienceonly, and as if Islamic boarding school were ancient. Even, they assumethat Islamic boarding school certificate can’t be used for apply a job.But, it could lead us to deep dive about theology. This study aims tolearn the shorof learning method of Islamic boarding school along withits sustainability and procrastination factors. This type of research is adescriptive qualitative approach. It’s a research procedure that resultsin both written and oral data from the party which has a directconnection to Shorof learning method. Then, they are fully described indetail and done research. The findings were systematically done. Thelearning contributing factors includes the curriculum in Islamicboarding school, building facilities, and teachers. And, the inhibitionfactors includes the number of students becoming unruly due to a wideIslamic boarding school.
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