Arapahoe, a small eastern North Carolina town with a population approximately 450, is located six minutes north of Minnesott Beach and 16 miles from Havelock. Greenville and Raleigh, the state capital, are 60 and 133 miles away, respectively.
The only school in this rural town for kindergarten through eighth grade is Arapahoe Charter School, led by administrative director Tom McCarthy, who doesn't hesitate to say that in five years his school "will be the most successful charter school in the state of North Carolina.
"I really believe we can be," said McCarthy, an alum of nearby Havelock High School. "This is a great school. Coming from traditional public schools, I have found this school to be a diamond in this community with its small size and family atmosphere. It's good for kids."
Arapahoe Charter School operates on a $3.5 million annual budget. Enrollment is 346, and it employs some 60 staff members, including 22 teachers. Many were employees in 1997, when it was founded amid the Pamlico County School District's plans to shut down the town's school, which had existed since the 1860s. Today, it is one of 98 charter schools of a 100-maximum allowed by the North Carolina Department of Public Instruction (DPI) under the state's Charter School Law that was enacted in 1996. The school, among the first 38 to apply for charter status, is guided by a Board of Directors consisting of three staff members, three parents and three community members.
Running a charter school is not without challenges, said McCarthy, who holds a bachelor's degree in social sciences education from Elon College and a master's degree in education administration from East Carolina University. He joined Arapahoe Charter School in August 2008 after working 14 years in the public school system, where he served as a teacher and then an administrator at the junior high level. McCarthy, born in North Carolina to a U.S. Marine father, spent much of his childhood, until eighth-grade, up and down the East Coast until his family returned to Havelock.
The greatest challenges his school faces are meeting standards of both the federal No Child Left Behind (NCLB) Act of 2001 and state-directed assessment tests. The latter, McCarthy said, drives the curriculum and leaves little elbow room for new or experimental courses.
"No Child Left Behind is an admirable act," he said. "I just think there are some holes and gaps that need to be filled in." Among them, he said, are teacher certification standards and progress requirements.
He tells the story of a school music teacher who has performed all over the world and is considered to be an excellent educator of young children. This teacher, however, cannot teach a core curriculum course in music despite having passed the required Praxis Exam for music, because he doesn't hold a four-year degree, a requirement for obtaining a "highly qualified" status by the state's education agency DPI, which administers federal teacher certification.
"If he had a four-year degree in anything -- forestry, for example -- and passed the music Praxis, he would be 'highly qualified' under state rules, ignoring his life experience and the fact that his entire world has been about music," McCarthy said. "Do you see the inconsistencies there?" The teacher's music class is coded as a special topic rather than a core course, allowing him to teach.
The state requires 75 percent of charter school teachers in elementary schools to be certified while 50 percent in middle and high school must be certified. Charter school teachers also must follow NCLB requirements for highly qualified staff.
Meeting some of the other NCLB mandates also cause a great deal of stress for schools and teachers, mainly because of potential federal sanctions for not meeting them, including the requirement "that everybody must meet the standards 100 percent by 2013," McCarthy said.
"I don't know how realistic that is, especially when you look at the student populations that are included: exceptional students and English-as-second-language students," he said. "I think it's very difficult to get 100 percent of anything. How many times has Congress been 100 percent on a vote? How many times do you get 100 percent of people to a goal? With some of the disabilities that some students have, I don't think it is practical.
"If a child is labeled as exceptional, and we know he has a limited IQ or reading at a different grade level, yet we have to assess him at his current grade level. If I know a fifth grader is reading on a third-grade level, why can't I assess him on that third-grade level? You do everything that you can, but there is a reason that that child is disabled. ESL students come in at different times and different levels -- with a language barrier," he said. "Why can't they take the test in Spanish? They might be geniuses."
Spanish-speaking students and parents present a real challenge for educators in this small town founded in 1714. The agriculturally-rich region has long drawn migrant workers. As in many U.S. cities, there are increasing numbers of immigrants that are becoming permanent residents in Pamlico County and finding year-round employment in the fishing and service industries, McCarthy said.
To address the language challenge, Arapahoe Charter School offers evening adult-learning classes for Spanish-speaking families. By day, ESL teachers work with students in regular classes, practicing inclusion, instead of segregating students in separate rooms. The school has also begun experimenting with audio files, recorded in general Mexican-dialect Spanish, for parents to download to learn about what is going on in their children's classes or about school programs. For families without Web access, MP3 players are provided so that children can carry them to and from home to keep open lines of communication between the school and the parents.
The school taps successful approaches by teachers, holding "sharing sessions" in which teachers of each grade discuss what's working for them. Teachers also meet for "vertical exchanges," McCarthy said, that allow second-grade teachers to give progress reports to their students' first-grade teachers and to ensure that they are on target for their third-grade teachers' expectations. Teachers also are encouraged to be innovative in their presentation of mandated materials that will be covered on the state's assessment tests.
"I think teachers need to make sure that they are presenting lessons in a variety of modalities," McCarthy said. "One of the things I'm a firm believer in is learning styles. You have visual learners, auditory learners and kinesthetic learners. I think it is important to present information to students in a variety of ways, so that you appeal to all students."
For more information, visit the Arapahoe Charter School's Web site: (http://arapahoecharter.wordpress.com/).
sumber :www.edarticle.com
Tuesday, September 22, 2009
Arapahoe Charter School - A Community Gem
Sunday, September 20, 2009
Education and the Changing World
Teachers And The Teaching Profession
How important really is the teacher in the education sector? Many people rely heavily on the teacher at schools for the education of their children. At the same time, educational institutions also take pride of their teachers’ capabilities to impart knowledge on the youth. They invest heavily on recruiting the best teachers to be part of their staff. It seems, therefore, that these educators play a central role at schools and in the education sector, in general. In this article, the characteristics of a good teacher and his/her responsibilities will be discussed in an in-depth manner
Teachers are an integral part of a learning institution. You cannot find one school that has no teacher in its staff. Of course, it cannot be called a school if it does not have teachers. A teacher is a person who is responsible for conveying knowledge to the students to prepare the latter to become productive and competitive members of the society. As amply called, a teacher teaches the students on the relevant information, skills and experiences they need in accordance with the established curriculum.
A good teacher has the quality and capability of effectively conveying knowledge and wisdom to the students. This is important as the teachers are the trainers of the new generation of citizens, who will be the heirs to the society. It is the task of the teacher to train well and prepare the youth to face the challenges that will come upon them once they have graduated from school. A teacher has the responsibility of passing the knowledge from generations pass to the future caretakers of society. These tasks have been made greater by the development of society and the advancement of technology.
As society and technology progresses, the challenges that are facing the teachers are also becoming enormous. They must be able to cope with up with the rapidly advancing technology along with their teaching methods. At present, more and more students are hooked up with the Internet. Thousands of information, a number of which are harmful to the students, are posted on the web. This could prove detrimental on the learning process of the students. Teachers must be able to screen, or at least find a way to screen, these things or give clarifications on these unwanted information.
On the other hand, teachers can take advantage of the technological innovations. They can also use this technology to improve their teaching methods. If they are linked with other schools, they can use the convenience of the Internet to communicate with other teachers to share experiences, methods and information on effective teaching.
It can be said, therefore, that teachers are very important in the development of society. Without them, the passing of knowledge, accumulated from the past generations, to the new generation of caretakers of the society will not be possible. This responsibility bestowed upon their shoulders is an enormous task. The profession of teaching is one of the noblest professions in society. As the great philosopher Aristotle once said, there are only three true professionals in society; they are the lawyers, the doctors and the teachers.
About the Author
Barbara Overton is author of article written on Social Networking & Schools. For more information, please visit :www.theschoolsunited.com/
Alternative Education: Finding Solutions to Educational Shortcomings
Educators have long struggled to understand why some students fail to thrive in traditional classroom settings (Quinn et al., 2006). Some contended the problem lies within educational programming, whereas others pose the problem lies within the student (Quinn et al., 2006). Regardless of the perspective on where the failure to thrive originates, all students and districts have the same accountability standards (Quinn et al., 2006). If students do not meet standards academically and behaviorally and school districts fail to provide an appropriate educational setting, severe consequences follow (Hamilton & Stecher, 2004).
The No Child Left Behind Act (NCLB), proposed by President George W. Bush and passed by Congress in 2001, requires greater accountability through assessment scores, annual yearly progress, and higher standards (Hamilton & Stecher). The aim of alternative-education programs is to support students who are at risk of dropping out of a traditional school setting or students who display behaviors that repeatedly result in suspension (Quinn et al., 2006).
According to Ishee (2004), students often suffer from “learned irresponsibility” (p. 5), which indicates a person feels a sense of powerlessness. Indifference or defiant, rebellious behaviors can mask feelings of powerlessness. Students in alternative-education programs tend to display behaviors such as refusal to comply with reasonable staff requests, faking effort, and peer isolation (Ishee). The traditional school setting discourages some students who have lost their sense of purpose. The students lack a connection to the curriculum, their teachers, and classmates. Alternative-education programs provide students with the opportunity to start over in a new educational setting to meet their high school graduation requirements, including state assessments (Genesee Valley Board of Cooperative Education Services [BOCES], 2007b).
National, state, and local governments provide policies and procedures to address unacceptable behaviors in an educational setting (Ingersoll & LeBoeuf, 1997). Safety in schools is a critical component of managing a school system in which all students have the opportunity to learn (Ingersoll & LeBoeuf). When a student’s behaviors interfere with learning, districts must provide an educational program for the student. The student’s home district does not need to implement the educational program (Ingersoll & LeBoeuf).
The development of alternative-education programs increased as more students became at-risk for school failure (Hughes & Adera, 2006), and program development is critical because of the needs of the youth (McCurdy, Mannella, & Eldridge, 2003). According to Emmer, Evertson, and Worsham (2000), a well-organized alternative-education program includes classroom conditions conducive to learning, clearly articulated expectations, and structured student behavior plans. Districts must provide a learning environment that is nonthreatening and conducive to meeting the state accountability standards set forth by NCLB.
Albrecht and Joles (2003) noted holding all students accountable to proficiency standards requires schools to improve educational services to all students, including students with disabilities and behavioral issues. Student assessments are vital to the identification of interventions necessary to support student needs. Alternative-education programs provide opportunities for students to participate in state-mandated curriculum and proficiency assessments while participating in a program that includes behavioral interventions to deter students from dropping out of school.
The implications of research confirm the need for alternative-education programs in meeting the needs of today’s youth who struggle with social-emotional issues, and for those with learning disabilities. It is the job of educators to gain information relating to student success rates in order to make effective decisions relating to program development.
By statistically analyzing multiple measures of success, alternative-education programs display proven methods of success. It appears that alternative-education programs provide a structured, individualized environment that retains students in order to continue working towards a high school diploma. The alternative-education model showed an increase in course completion rates, improvements in school attendance rates, and a decrease in referral rates which could result in suspension or expulsion. This study confirms the need for alternative education programs. The success that students who are at-risk of school failure display in an individualized program where course content relates to future job opportunities is evident in the studies findings.
Alternative-education programs can meet the needs of at-risk youth (Foley & Pang, 2006). This research adds significant findings for educational leaders and proves that through individualized programming, small class sizes, and real-life learning opportunities, at-risk youth find success in alternative-education programs (Foley & Pang).
References
Albrecht, S. F., & Joles, C. (2003). Accountability and access to opportunity: Mutually exclusive tenets under a high-stakes testing mandate. Preventing School Failure, 47(2), 86-87.
Alpert, D. A. (2003). 9.3% drop in graduation rates for disabled kids. Wrightslaw, 1, 1-7. Retrieved September 19, 2007, from http://www.wrightslaw.com/news/2003/nclb.nograduate.alpert.htm
Emmer, E. T., Evertson, C., & Worsham, M. E. (2000). Classroom management for secondary teachers. Boston: Allyn & Bacon.
Foley, R. M., & Pang, L. (2006). Alternative education programs: Program and student characteristics. The High School Journal, 89(3), 10-22.
Genesee Valley Board of Cooperative Education Services. (2007a). BOCES information. component district. Retrieved April 13, 2007, from http://www.gvboces.org/districts.htm
Genesee Valley Board of Cooperative Education Services. (2007b). Instructional programs. Alternative education. Retrieved September 2, 2007, from http://www.gvboces.org/
Ingersoll, S., & LeBoeuf, D. (1997). Reaching out to youth out of the education mainstream. Retrieved, September 8, 2007, from http://www.ncjrs.gov/pdffiles/163928.pdf
Friday, September 18, 2009
Tips for getting your school-year off to a relaxed and productive start.
Gearing up for back-to-school can be a bit overwhelming; there is a lot to do, a lot of transitions to navigate, and often a sense of blues as the realization that summer has, once again, gone by too fast. However, you can easily turn back-to-school anxieties into positive anticipation for a great school year with the following action plan. Plug these steps into your calendar right now and see what a different they can make!
One Week before School: Week of Preparation
Day 1 (seven days before school): Ease into a "school" bed-time schedule. Slowly transitioning into a "school" sleep schedule ensures proper rest and encourages a positive attitude towards going back to school.
Day 3: Create a place for everything, so everything will be in its place. Designate one basket for each child to store his shoes, bookbags, and jackets. Give each child a container filled with standard homework supplies that can be transported from, for example, the kitchen to the computer room. Finally, establish a place for each child to store extra papers from school -a section of your file cabinet or a designated box under his bed.
Day 4: Purchase supplies. Keep the supplies minimal and simple. Fancy folders and notebooks are bulky and hard for students to use. The best system to use is a one-inch binder with a plastic folder for each class, keeping all folders in one place.
Day 6: Set goals with your children. Help your children look forward to the new school year by having each person (including you) share at least two goals for the new school year: one academic goal and one "fun" goal.
First Week of School: Week of Routines
Day 7 (night before school): Have a "Sunday Night Meeting" every week! Each member of the family should grab their planners/calendars for a 10-15 minute "meeting." Ask your children what they have scheduled for the week (such as sports practices), share your plans for the week (children like to know what to expect, so tell them if you will have a late night at the office or will have to attend a meeting at school), arrange rides home from after-school activities, etc. Your week will be much less chaotic because everyone will be on the same page!
Day 8: Establish a routine for papers that need your attention. Purchase magnetic clips for each child and post them on the refrigerator. Have your children clip papers here that you need to fill out, sign, etc. (Expect to spend four hours filling out back-to-school papers this week.)
Day 10: Get ready for school at night, before you go to bed. Avoid chaotic mornings and forgotten school supplies by having everyone pack up their homework, bookbags, lunch/lunch money, etc. before they go to bed. They should also set out their clothes, shoes, and jacket at night, too.
Day 11: Is everyone using their school planners? All students need to use a homework planner! Check planners every night until they are part of everyone's routine.
Day 12: Clean out bookbags once a week. Cluttered book-bags are the root cause of lost assignments and must be cleaned out regularly. (The Sunday Night Meeting is another good time to do this.)
Second Week of School: Week of Cooperation
Day 14: Hold your second "Sunday Night Meeting" of the school year.
Day 15: Give each child a choice about something today. The more you can give your children choices, the more cooperation you will get from them, especially when doing homework. Some choices may include giving two options for dinner or two different times to do their homework. When you give choices -and honor their choices- your children feel empowered and will be much more cooperative.
Day 18: Catch your children being good today! Improve cooperation by giving compliments to your children. Keep them specific and succinct (most children are embarrassed by mushy-gushy compliments). For example, "Thank you, Kristen, for coming home and starting your homework right away. I appreciate that." Positive praise works wonders!
Day 21: Give yourself a break! Congratulations, you have survived the first two weeks of school and you are well on your way to a happy, productive school year. Celebrate by scheduling some time for yourself. You deserve it!
(c) 2008 Susan Kruger, All rights reserved. You are free to reprint/republish this article as long as the article and byline are kept intact and all links are made live.
About the Author
Susan Kruger, M.Ed. is a Certified Teacher and the author of the book SOAR(r) Study Skills. Her exclusive Homework Rx(r) Toolkit at http://www.soarstudyskills.com/toolkit/index.html includes "25 Ways to Make Homework Easier...Tonight!", Homework Scorecard, Homework Inventory for Parents and a free subscription to the Homework Rx(r) eNewsletter to help you and your child enjoy homework success.
Wednesday, September 9, 2009
Learning And Teaching Social Skills: A Relationship-Based Approach
Characteristics of Adult Learners
Adult learners are qualitatively different than younger learners. You certainly can “teach an old dog new tricks” by understanding the cognitive and social characteristics of adult learners. Using the right instructional strategies to maximize the learning advantages and address the learning challenges of adult learners can make all the difference in their success.
Adult Learner Cognitive Characteristics
1. Generally speaking, most adult learners share the following characteristics:
2. Tend to be self-directed and want control over their own learning
3. Have self-imposed cognitive barriers due to years of academic failure and lack self-confidence 4. Can be resistant to new ideas or approaches–are less open-minded than youth
5. Under-estimate their ability to learn
6. Desire pragmatic and relevant instruction that they perceive as valuable
7. Are intrinsically motivated
8. Interpret new learning in the context of old learning
9. Learn at a slower pace than that of youth
10. Are very concerned about the effective use of their time Adult Learner Social Characteristics 1. Generally speaking, most adult learners share the following characteristics:
2. Can be resistant to group work
3. See teachers as peer partners in the learning process
4. Demand teacher availability and easy access
5. Want flexibility and see learning as secondary to other pre-occupations in their lives
Adult Learner Instructional Strategies
- Adult learners need to be actively included in their own evaluation of assessment data. Students set personal goals and use learning activities that directly address assessment deficits and demonstrate incremental progress toward their short-term and long-term goals. Reading workshops can easily be individualized to allow adult learners to work at their own pace.
- A few talking points may be helpful to bolster the confidence of adult learners and to provide the motivation needed for success: "Unfortunately, some of your past reading instruction was poor; it’s not your fault that you have some skills to work on.” a.k.a. “blame someone else” “You can learn in this class. If you come to class willing to try, you will significantly improve your reading, I promise.” I will be flexible and work around your schedule. “I know you have tried before, but this time is different.” “You will be able to chart your own progress and see what you are learning in this class.” “Don’t give up. Adult learners can learn. Although they sometimes learn a bit more slowly than children, they learn at a deeper and more memorable level. The pay-off will be huge for you when you complete this class.”
About the Author
Mark Pennington is an educational author, presenter, reading specialist, and middle school teacher. Mark is committed to differentiated instruction for the diverse needs of today's students. Visit Mark’s website at http://www.penningtonpublishing.com to check out his adult learners teacher resources and books: Teaching Reading Strategies, Teaching Essay Strategies, Teaching Grammar and Mechanics, and Teaching Spelling and Vocabulary.
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Cultural Conflicts and the First Amendment in Schools
Recently there has been an increasing surge in cultural and religious conflicts in public schools throughout the U.S. Some groups are more actively promoting posting of then national motto, “In God We Trust,” in classrooms. Others are pressuring school boards to include Intelligent Design alongside evolution in the classroom, while still others threaten to sue if they do. The current worldwide battle against terrorism has brought new questions about religious points of view and a fresh challenge of how to educate students regarding religious differences.
There are two ways districts usually respond to these kinds of issues. Most choose to ignore them, hoping they won’t emerge in their own district while others take the path of least resistance giving in to the latest group to threaten protests. There is a better way that can help you proactively establish an environment that can address these concerns that can deal with differences without polarizing in conflict.
Helping staff, students and your community understand and appreciate the First Amendment ideals that define our national life and provide a way for us to respect different points of view without forcing people to compromise their deepest convictions. The problem is most people don’t understand those ideals, or don’t appreciate how they can help us in these kinds of conflicts.
* Training staff to know how to handle questions of religious practice and how to cover religious themes when they surface in the classroom is more important than ever. The initial response often determines whether a simple concern turns into a polarizing conflict.
* Teaching students how First Amendment ideals practically apply to how they treat classmates and can be an effective model to address bullying and harassment on campus. The First Amendment Center is developing a curriculum to do just that (www.firstamendmentcenter.org). Some teachers are even using this model with great success as the foundation for their system of classroom discipline that is based on mutual respect among students.
* Helping your community appreciate the values of the First Amendment that can help us fairly live with our differences.
Taking time for this kind of training may not seem important in this time of exacting standards and assessments. But if you’ve ever witnessed the good will and resources that can be wasted in an all-out conflict between different factions of the community, you know how critical it can be.
About the Author
Wayne Jacobsen is President of BridgeBuilders, a non-profit consulting organization that helps school districts, communities, and business in resolving conflicts through the use of Common Ground Thinking. His workshop, Common Ground Thinking, has been used at state and national education conventions as well as at local school districts across the United States. He was called to testify before the United States Commission on Civil Rights and invited to be a participant in The American Assembly at Columbia University for their recent examination of religion in American public life.
Tuesday, September 8, 2009
Masalah Pendidikan? Islam Solusi Totalnya
Bahan ini cocok untuk Informasi / Pendidikan Umum.
Nama & E-mail (Penulis): nidaul haq
Saya Pengamat di blitar
Tanggal: 25 jul 02
Judul Artikel: masalah pendidikan? islam solusi totalnya
Topik: bagaimana sistem pendidikan islam?
Artikel:
Kampanye: Selamatkan Indonesia dengan Syariah......
Masalah pendidikan sangat berkaitan dengan masalah bidang lainnya, seperti ekonomi, hukum, sosial dan politik. Tidak bisa menyelesaikan masalah pendidikan hanya dari satu sudut bidang pendidikan semata, karena hasil pendidikan siswa disekolah sangat dipengaruhi juga oleh lingkungan dan keluarganya, maka solusinya harus bersifat revolusioner yaitu merubah secara total paradigma berpikir dan bersikap dari pola pikir dan pola sikap dari kapitalis menjadi pola berpikir islam. Di masyarakat kita saat ini berkembang persepsi kapitalis, semisal sekolah bertujuan dapat kerja, sekolah biar jadi orang kaya, sekolah sekedar mengisi waktu luang atau dari pada menganggur. Pelajaran ekonomi misalnya, mengajarkan: demi keuntungan sebesar-besarnya, dengan pengorbanan sekecil-kecilnya.
Allah menciptakan manusia, pasti dengan segala panduannya termasuk sistem pendidikan. Dalam islam bersekolah atau menuntut ilmu merupakan kewajiban. Hendaknya ditanamkan pada anak didik bahwa belajar atau menuntut ilmu hukumnya wajib, jika dilakukan akan mendapat pahala dan derajat yang tinggi, dan kalo tidak dilakukan berarti dosa. Hal ini kebanyakan tidak dipikirkan oleh masyarakat sekuler saat ini.
Beberapa abad silam pendidikan umat islam amat maju. diketahui bahwa peletak science modern adalah pemikir dan ilmuwan muslim. Mengapa dulu, pada semasa khalifah umar bin abdul aziz umat islam ulamanya ahli dibidang science dan sekaligus menjadi ahli agama? kalo ditelusuri jawabnya adalah tidak ada sekulerisasi antara agama dan science. Para ilmuwan waktu itu berlomba-lomba mencapai derajat yang tinggi karena didorong oleh keyakinan, bahwa barang siapa menuntut ilmu Alloh akan meninggikan derajatnya. Disamping itu negara atau kahlifah sadar bahwa memberikan sarana agar rakyatnya dapat melakukan kewajiban menuntut ilmu merupakan tanggung jawabnya. Khalifah banyak mendirikan perpustakaan diberbagai tempat yang bisa diakses oleh masyarakat luas. Sekolah-sekolah digratiskan, usia sekolah tidak dibatasi, guru atau ulama digaji tinggi, bahkan konon seorang ulama dihadiahi emas seberat buku yang berhasil ditulisnya. Dalam proses belajar siswa tidak dibebani harus ujian tanggal seki! an, tetapi siswa diberi kesempatan sampai benar-benar menguasai materi pelajaran dan jika telah siap maka siswa menghadap guru untuk diuji secara lisan.
prinsip islam lainnya adalah :ilmu untuk amal agar benar-benar memahami maka ilmu yang telah diperoleh harus diamalkan. Dalam hal ini ilmu-ilmu yang bersifat fardhu kifayah atau keahlian dipelajari oleh orang-orang tertentu yang berminat. tidak seperti saat ini, siswa begitu banyak dijejali materi yang sekedar informasi dan sulit dipraktekkan. inilah setitik kehebatan sistem pendidikan islam, jika kita trmasuk orang yang yakin akan kebenaran islam, maka usahakan dan tegakkanlah syariah secara menyeluruh. pendidikan yang bermutu katanya tidak bisa dicapai kalo todak ada biaya, bagaimana bisa membiayai pendidikan, jika ekonominya seret? bagaimana agar ekonomi tidak susah? jawabnya buang ekonomi kapitalis, terapkan ekonomi islam yang menjamin distribusi yang merata. Mana mungkin menerapkan ekonomi, jika negara tidak memfasilitasi? negara tidak mau dan tidak mampu menerapkan ekonomi islam jika sistemnya bukan sistem islam. Kesimpulannya tegakkan syariah islam secara total.
Allohu akbar..
Jika anda ingin tahu konsep pendidikan islam selengkapnya carilah informasi pada pengemban dakwah Hizbut Tahrir indonesia.
Saya nidaul haq setuju jika bahan yang dikirim dapat dipasang dan digunakan di Homepage Pendidikan Network dan saya menjamin bahwa bahan ini hasil karya saya sendiri dan sah (tidak ada copyright). .
CATATAN:
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