ANALYSIS OF DIFFERENCES IN STUDENT LEARNING ACHIEVEMENT: A REVIEW OF GENDER AND MAJORS
<p> Untuk Memperkaya kazanah keilmuan dan pengembangan karier dosen.</p>
Profil penulis
ALDI
207 karya publik ditemukan.
2026: 192025: 162024: 252023: 172022: 122021: 132020: 132019: 112018: 172017: 312016: 52015: 1
Teori Istiqra Imam Syatibi dan Implikasinya Terhadap Pemikiran Ushul Fikih
<h4 style="box-sizing: border-box; margin-top: 0px; margin-bottom: 15px; line-height: 20px; font-size: 16px; clear: both; color: rgb(36, 41, 46); font-family: Merriweather, serif;"> Dalam bidang ilmu <em style="box-sizing: border-box;">ushul fiqh </em>ulama nyaris sepakat bahwa Imam Syafi’i adalah ulama yang pertama kali dipandang sebagai peletak batu pertama atau pencetus ilmu <em style="box-sizing: border-box;">ushul fi</em><em style="box-sizing: border-box;">qh</em> secara formil. Namun di sisi yang lain, terkait dengan ilmu maqashid syariah, Imam Syatibi pantas atau layak dalam ranah ini disebut sebagai “bapak ilmu maqashid syariah” sebagaimana Imam Syafi’i dipandang sebagai “bapak dalam bidang <em style="box-sizing: border-box;">ushul fi</em><em style="box-sizing: border-box;">q</em><em style="box-sizing: border-box;">h</em>”.</h4> <h4 style="box-sizing: border-box; margin-top: 0px; margin-bottom: 15px; line-height: 20px; font-size: 16px; clear: both; color: rgb(36, 41, 46); font-family: Merriweather, serif;"> Hal ini mungkin sulit dimungkiri, karena konsep maqashid syariah yang ditawarkan oleh Imam Syatibi di dalam <em style="box-sizing: border-box;">al-Muwafaqat</em> <em style="box-sizing: border-box;">fi Ushul al-Syari’ah</em> adalah konsep yang jauh lebih sempurna dan matang dibandingkan pendahulunya. Sehingga, konsep maqashid syariah yang dibangunnya menjadi kerangka dasar bagi ulama-ulama berikutnya. Melalui karyanya <em style="box-sizing: border-box;">al-Muwafaqat fi Ushul al-Syari’ah</em>, ulama-ulama pasca-Imam Syatibi hingga era modern sekarang ini, menjadikan konsep maqashid syariah Syatibi sebagai referensi utama dalam disiplin ilmu maqashid syariah.</h4> <h4 style="box-sizing: border-box; margin-top: 0px; margin-bottom: 15px; line-height: 20px; font-size: 16px; clear: both; color: rgb(36, 41, 46); font-family: Merriweather, serif;"> Buku ini berusaha memaparkan pendekatan <em style="box-sizing: border-box;">istiqra</em>’ (induksi) yang digunakan oleh sang Imam untuk merumuskan berbagai teori maqashid syariah yang kemudian memberikan pengaruh besar kepada pemikiran <em style="box-sizing: border-box;">ushul fiqh</em><em style="box-sizing: border-box;">–</em>nya. Dengan kata lain, buku ini mencoba menghadirkan paparan komprehensif tentang konsep teori <em style="box-sizing: border-box;">istiqra</em><em style="box-sizing: border-box;">‘</em> perspektif Imam Syatibi, pengaruh teori tersebut terhadap berbagai pandangan <em style="box-sizing: border-box;">ushul</em> <em style="box-sizing: border-box;">fiqh</em>-nya dan relevansi teori tersebut dengan berbagai persoalan terkini.</h4>
Menjadi BP dan Suvervisor KKN DR 22
<p> Membimbing mahasiswa KKN DR untuk menghasilkan karya ilmiah berupa buku bunga rampai</p>
Hubungan Kecerdasan Spritual dengan Motivasi Belajar Siswa SMAN 1 Akabiluru
<p> Untuk mengetahui hubungan kecerdasan spriritual dengan motivasi belajar siswa</p>
Lokakarya di SMAN N 5 Kota Pariaman
<p> Lokakarya di SMAN N 5 Kota Pariaman</p>
BP KKN IAN Bukittinggi 2021
<p> Untuk Memberikan keterampilan keahlian bagi mahasiswa dalam mengaktualisasikan ilmu pengetahuannya dimasyarakat</p>
Juri MTQ Nasional Kab. Tanah Datar
<p> Menjadi juri MTQA Nasional Kab. Tanah Datar dalam bidang kitab standar dan tafsir bahasa arab</p>
Overcoming Psychological Disorders Through Spiritual Guidance for Muslim Felons
<div> This study aims to describe, first: the psychological disorders of Muslim inmates who experience</div> <div> trauma as a result of not being ready to accept the reality of serving time as convicts in prison. Psychological</div> <div> disorders</div> <div> are</div> <div> in</div> <div> the</div> <div> form</div> <div> of</div> <div> behavior:</div> <div> difficulty</div> <div> controlling</div> <div> emotions,</div> <div> disappointment,</div> <div> sadness,</div> <div> blaming</div> <div> others,</div> <div> difficulty</div> <div> managing</div> <div> stress,</div> <div> difficulty</div> <div> controlling</div> <div> oneself,</div> <div> feelings</div> <div> of</div> <div> guilt,</div> <div> anxiety,</div> <div> </div> <div> and</div> <div> depression.</div> <div> Second:</div> <div> spiritual</div> <div> development</div> <div> by</div> <div> Correctional</div> <div> Institution</div> <div> (LP)</div> <div> officers</div> <div> through</div> <div> mental</div> <div> coaching</div> <div> in</div> <div> the</div> <div> form</div> <div> of</div> <div> routine</div> <div> activities</div> <div> such</div> <div> as</div> <div> carrying</div> <div> out</div> <div> congregational</div> <div> prayers,</div> <div> sermon</div> <div> training,</div> <div> giving</div> <div> speeches,</div> <div> and</div> <div> reading</div> <div> and</div> <div> understanding</div> <div> the</div> <div> contents</div> <div> of</div> <div> the</div> <div> Koran.</div> <div> Mental</div> <div> development</div> <div> </div> <div> aims</div> <div> to</div> <div> open</div> <div> oneself</div> <div> and</div> <div> foster</div> <div> a</div> <div> strong</div> <div> religious</div> <div> attitude</div> <div> in</div> <div> order</div> <div> to</div> <div> accept</div> <div> divine</div> <div> destiny</div> <div> with</div> <div> patience</div> <div> and</div> <div> trust.</div> <div> This</div> <div> self-awareness</div> <div> becomes</div> <div> positive</div> <div> energy</div> <div> to</div> <div> stimulate</div> <div> spiritual</div> <div> potential</div> <div> to</div> <div> shape</div> <div> </div> <div> self-character</div> <div> to</div> <div> become</div> <div> a</div> <div> pious</div> <div> person</div> <div> individually</div> <div> and</div> <div> socially.</div> <div> A</div> <div> qualitative</div> <div> descriptive</div> <div> approach</div> <div> </div> <div> was</div> <div> chosen</div> <div> to</div> <div> gather</div> <div> information</div> <div> from</div> <div> informants</div> <div> through</div> <div> non-participant</div> <div> observation</div> <div> and</div> <div> in-depth</div> <div> </div> <div> interviews</div> <div> (in-depth</div> <div> interviews).</div> <div> The</div> <div> collected</div> <div> data</div> <div> is</div> <div> reduced,</div> <div> </div> <div> displayed, verified and analyzed and</div> <div> constructed into a new concept. The research findings found that immoral informants (drug cases,</div> <div> murder, theft, and corruption) were dominantly experiencing psychological disorders compared to</div> <div> immoral informants (rape cases). It is easier for immoral informants to open up and be actively involved</div> <div> in</div> <div> participating</div> <div> in</div> <div> mental</div> <div> coaching</div> <div> activities,</div> <div> while</div> <div> immoral</div> <div> informants</div> <div> still</div> <div> find</div> <div> it</div> <div> difficult</div> <div> to</div> <div> </div> <div> accept</div> <div> the</div> <div> reality</div> <div> of</div> <div> life</div> <div> so</div> <div> they</div> <div> are</div> <div> more</div> <div> withdrawn</div> <div> and</div> <div> choose</div> <div> not</div> <div> to</div> <div> take</div> <div> part</div> <div> in</div> <div> mental</div> <div> coaching</div> <div> </div> <div> activities.</div> <div> Strengthening</div> <div> spirituality</div> <div> that</div> <div> is</div> <div> dynamic</div> <div> and</div> <div> innovative</div> <div> as</div> <div> well</div> <div> as</div> <div> rich</div> <div> in</div> <div> new</div> <div> methods</div> <div> is</div> <div> </div> <div> expected</div> <div> to</div> <div> be</div> <div> the</div> <div> right</div> <div> solution</div> <div> for</div> <div> the</div> <div> recovery</div> <div> of</div> <div> psychological</div> <div> disorders</div> <div> of</div> <div> Muslim</div> <div> inmates</div> <div> while</div> <div> </div> <div> in</div> <div> prison.</div> <div> </div>
Narasumber Pesantren Ramadhan
<p> Untuk meberikan materi akhlak</p>
Narasumber Pesantren Ramadhan
<p> Kegiatan ini bertujuan membantu dan membimbing siswa SPUM Kementerian Kemaritiman dalam membina spiritual dan mental siswa dalam mensiarkan agama Islam.</p>
Dewan Hakim MTQN XL Solok Selatan
Dewan Hakim MTQN XL Solok Selatan dalam cabang Tafsir Bahasa Arab
Esensi Wali Nikah Perspektif Surat An-Nisa dan Relevansinya Terhadap Masyarakat Modern
<div data-cp="1" data-ddp="true" data-drd="1700" data-drt="10000" data-is-rde="false" data-is-ver="false" data-nnttsvi="1" data-sm="1" data-ssbp="false" data-sugg-time="500" data-sugg-url="https://clients1.google.com/complete/search" data-tcp="geluk met jou verjaarsdag,gelukkige verjaarsdag,awoda pa,መልካም ልደት,عيد ميلاد سعيد,জন্মদিনৰ ওলগ জনালোঁ,aski mara phuqhawi,doğum günün mübarək,ad günün mübarək,з днём нараджэння,честит рожден ден,जन्म दिन के शुभ कामना,sanbε sanbε,শুভ জন্মদিন,sretan rođendan,per molts anys,feliç aniversari,malipayong adlawng natawhan,یادی لەدایک بوونت پیرۆز بێت,felice anniversariu,všechno nejlepší k narozeninám,pen-blwydd hapus,penblwydd hapus,tillykke med fødselsdagen,alles gute zum geburtstag,सालगिरह् मबारक,އުފާވެރި އުފަންދުވަހެއް,dzigbe zã nyuie na wò,χαρούμενα γενέθλια,happy birthday,feliĉan naskiĝtagon,feliz cumpleaños,palju õnne sünnipäevaks,zorionak,تولدت مبارک,hyvää syntymäpäivää,joyeux anniversaire,lokkige jierdei,lá breithe sona,lá breithe shona duit,co-là-breith math,feliz aniversario,vy'apavẽ,जल्मदिसाची परबी,જન્મદિવસની શુભેચ્છા,જન્મદિવસ ની શુભકામના,barka da ranar haihuwa,hauʻoli lā hānau,जन्मदिन की शुभकामनाएं,जन्मदिन की शुभकामनाएँ,sretan rođendan,bòn fèt,boldog születésnapot,ծնունդդ շնորհավոր,selamat ulang tahun,ezi ncheta ụbọchị ọmụmụ,ezi ncheta ọmụmụ,naragsak a panagkasangay,til hamingju með afmælið,buon compleanno,יום הולדת שמח,誕生日おめでとう,お誕生日おめでとう,sugeng ambal warsa,sugeng tanggap warsa,გილოცავთ დაბადების დღეს,გილოცავ დაბადების დღეს,туған күн құтты болсын,туылған күніңмен,រីករាយថ្ងៃខួបកំណើត,រីករាយថ្ងៃកំណើត,ಹುಟ್ಟುಹಬ್ಬದ ಶುಭಾಶಯಗಳು,ಜನ್ಮದಿನದ ಶುಭಾಶಯಗಳು,생일 축하합니다,생일 축하해요,api batde,rojbûna te pîroz be,туулган күнүңүз менен,туулган кунуңуз менен куттуктайм,felix natalis,alles guddes fir de gebuertsdag,amazaalibwa amalungi,mbotama elamu,ສຸກສັນວັນເກີດ,ສຸກສັນວັນເກີດ,su gimtadieniu,piancham chibai,daudz laimes dzimšanas dienā,जन्मदिनक शुभकामना,tratry ny tsingerin-taona,tratry ny tsingerintaona nahaterahana,среќен роденден,ജന്മദിനാശംസകൾ,төрсөн өдрийн мэнд хүргэе,төрсөн өдрийн мэнд,ꯅꯨꯡꯉꯥꯏꯔꯕ ꯄꯣꯛꯄ ꯅꯨꯃꯤꯠ,वाढदिवसाच्या शुभेच्छा,वाढदिवसाच्या हार्दिक शुभेच्छा,selamat hari lahir,xewqat sbieħ f'għeluq sninek,ပျော်ရွှင်ဖွယ် မွေးနေ့ဖြစ်ပါစေ,ပျော်ရွှင်စရာမွေးနေ့ဖြစ်ပါစေ,जन्म दिनको शुभकामना,gefeliciteerd met je verjaardag,gefeliciteerd,gratulerer med dagen,matswalo a mabotse,tsiku labwino lobadwa,baga guyyaa dhaloota kee geesse,ଜନ୍ମଦିନର ଶୁଭେଚ୍ଛା,ଜନ୍ମଦିନର ଅଭିନନ୍ଦନ,ਜਨਮਦਿਨ ਦੀਆਂ ਵਧਾਈਆਂ,ਜਨਮਦਿਨ ਮੁਬਾਰਕ,wszystkiego najlepszego z okazji urodzin,کلیزه دی نیکمرغه,feliz aniversário,punchawniykipi kusikuni,la mulți ani,с днем рождения,isabukuru nziza,शुभं जन्मदिनम्,جنم ڏينهن مبارڪ,සුබ උපන් දිනයක්,všetko najlepšie k narodeninám,šťastné narodeniny,vse najboljše,manuia asofanau,bhavhadhe rinofadza,maalin dhalasheed farxad leh,dhalasho wacan,gëzuar ditëlindjen,срећан рођендан,letsatsi le monate la tsoalo,wilujeung milangkala,wilujeung tepang taun,grattis på födelsedagen,heri ya siku ya kuzaliwa,பிறந்தநாள் வாழ்த்துகள்,பிறந்தநாள் வாழ்த்துக்கள்,పుట్టినరోజు శుభాకాంక్షలు,зодрӯз муборак,สุขสันต์วันเกิด,እንኳዕ ተወለድካ,doglan günüň bilen,maligayang kaarawan,doğum gününüz kutlu olsun,doğum günün kutlu olsun,siku lerinene ro velekiwa,туган көн белән,з днем народження,سالگرہ مبارک,سالگرہ مبارک ہو,tugʻilgan kuningiz bilan,tug'ilgan kun muborak bo'lsin,chúc mừng sinh nhật,mini emnandi,nwabela usuku lwakho owaqala ngalo,o kú àyájọ́ ọjọ́ ìbí,o ku ojo ibi,生日快乐,生日快樂,sikufisela usuku lokuzalwa oluhle,usuku olumnandi lokuzalwa" data-uilc="id" data-vil=",af,af-ZA,am,am-ET,ar-EG,ar-AE,ar-KW,ar-QA,ar,ar-IL,ar-JO,ar-LB,ar-PS,az,az-AZ,bg,bg-BG,bn,bn-BD,bn-IN,ca,ca-es,cs,cs-CZ,de,de-DE,de-CH,de-AT,de-LI,en,en-US,en-CA,en-AU,en-NZ,en-GB,en-IN,en-KE,en-TZ,en-NG,en-GH,en-PH,en-ZA,es,es-ES,es-AR,es-UY,es-419,es-BO,es-CL,es-CR,es-CO,es-DO,es-EC,es-GT,es-HN,es-NI,es-PA,es-PE,es-PR,es-PY,es-SV,es-VE,es-MX,es-US,eu,eu-ES,fi,fi-FI,fr,fr-FR,fr-CH,fr-BE,gl,gl-ES,gu,gu-IN,he,he-IL,iw,iw-IL,hu,hu-HU,hy,hy-AM,id,id-ID,is,is-IS,it,it-IT,it-CH,ja,ja-JP,jv,jv-ID,ka,ka-GE,km,km-KH,kn,kn-IN,ko,ko-KR,la,lo,lo-LA,lv,lv-LV,ml,ml-IN,mr,mr-IN,ms,ms-MY,nl,nl-NL,nb,nb-NO,ne,ne-NP,pl,pl-PL,pt,pt-BR,pt-PT,ro,ro-RO,ru,ru-RU,si-LK,sk,sk-SK,sr,sr-RS,su,su-ID,sv,sv-SE,sw,sw-TZ,sw-KE,ta,ta-IN,ta-SG,ta-LK,ta-MY,te,te-IN,tr,tr-TR,ur,ur-PK,ur-IN,yue,yue-HK,yue-Hant-HK,zh-HK,zh,zh-CN,zh-cmn,zh-cmn-CN,zh-Hans,zh-Hans-CN,zh-cmn-Hans,zh-cmn-Hans-CN,cmn-CN,cmn-Hans,cmn-Hans-CN,zh-TW,zh-Hant-TW,cmn-TW,cmn-Hant-TW,zh-cmn-TW,zh-cmn-Hant-TW,zu,zu-ZA" id="tw-container" style="width: 652px; color: rgb(32, 33, 36); font-family: arial, sans-serif; font-size: medium;"> <g-expandable-container data-npd="1" data-slct="mnr-c" jsaction="C7xow:Z6bwpe;xNpQtd:Nh5q2c;U6VCqe:GsRPff;Ep2Mgc:AgioGc;BDs6B:fW2qAb;ep03Ne:AvkpRc;gvA4Rc:yELBLe" jscontroller="QE1bwd" jsshadow="" style="display: block;"> <div jsname="gI9xcc" jsslot="1"> <div jsaction="uQxhTd:d4hecb;lWUBqb:TO5MWb;IcWBXe:hLaFAe;KFlBO:UuREqb;M2HAEc:eNrnOd;EA1gQ:OQvruc;KyPa0e:Gz3GTb;rcuQ6b:npT2md;FzBHae:jqXFie;al5F3e:CgtGRb;eS1ZFf:CgtGRb" jscontroller="tZEiM" jsdata="SANFE;_;Ap9vg8"> <div class="tw-src-ltr" id="tw-ob" style="display: flex; min-height: 140px; position: relative;"> <div class="oSioSc" style="-webkit-box-flex: 1; flex: 1 1 0%; width: 0px; display: flex;"> <div id="tw-target" style="font-size: 0px; margin: 0px; position: relative; text-align: initial; background-color: rgb(248, 249, 250); border-radius: 8px; -webkit-box-flex: 1; flex: 1 1 0%; min-width: 0px; width: 0px; display: flex; flex-direction: column;"> <div class="g9WsWb PZPZlf" data-attrid="tw-targetArea" data-entityname="Google Translate" id="kAz1tf" style="margin: 0px; position: relative; text-align: initial; padding: 10px 16px 48px; flex: 1 1 auto;"> <div class="tw-ta-container F0azHf tw-nfl" id="tw-target-text-container" style="overflow: hidden; position: relative; outline: 0px;" tabindex="0"> <pre class="tw-data-text tw-text-large tw-ta" data-placeholder="Terjemahan" data-ved="2ahUKEwiotNXJ892DAxV2zzgGHaygB-EQ3ewLegQICRAQ" dir="ltr" id="tw-target-text" style="unicode-bidi: isolate; font-size: 28px; line-height: 36px; background-color: transparent; border: none; padding: 2px 0.14em 2px 0px; position: relative; margin-top: -2px; margin-bottom: -2px; resize: none; font-family: inherit; overflow: hidden; width: 270px; text-wrap: wrap; overflow-wrap: break-word;"> <span class="Y2IQFc" lang="id">Artikel ini mengupas tentang hakikat wali nikah dalam perspektif Surat An-Nisa dalam Al-Qur'an dan relevansinya dalam masyarakat modern. Surat An-Nisa membahas tentang hukum perkawinan dan hak-hak perempuan, termasuk peranan wali nikah. Kajian ini menganalisis ayat-ayat yang berkaitan dengan wali nikah dan tafsirnya dari para ulama terkemuka. Hasil penelitian menunjukkan bahwa hakikat wali nikah seperti melindungi hak-hak perempuan dan memberikan persetujuan dengan itikad baik serta menjadi mediator dalam penyelesaian konflik masih relevan dalam menjaga institusi perkawinan yang berkeadilan. Namun tantangan muncul dalam konteks masyarakat modern yang semakin inklusif dan kompleks. Diperlukan solusi untuk mengintegrasikan nilai-nilai Islam yang menghormati kesetaraan gender dengan tradisi dan modernitas. Pemahaman mendalam mengenai hakikat wali nikah dalam perspektif Al-Quran penting untuk menunjang hubungan pernikahan yang sehat dan harmonis di era globalisasi ini.</span></pre> </div> </div> </div> </div> </div> <div class="dURPtb" style="clear: both; overflow: hidden; line-height: 16px;"> </div> <div jsaction="iJE3Ge:yuFC7d;DmzWq:nuBux"> <g-expandable-container data-npd="1" data-slct="mnr-c" jsaction="C7xow:Z6bwpe;xNpQtd:Nh5q2c;U6VCqe:GsRPff;Ep2Mgc:AgioGc;BDs6B:fW2qAb;ep03Ne:AvkpRc;gvA4Rc:yELBLe" jscontroller="QE1bwd" jsname="FYBCae" jsshadow="" style="display: block;"> <div jsname="gI9xcc" jsslot="1"> </div> </g-expandable-container></div> </div> </div> </g-expandable-container></div> <div class="KFFQ0c xKf9F" style="margin-top: 16px; align-items: center; display: flex; margin-bottom: 0px; width: 652px; color: rgb(32, 33, 36); font-family: arial, sans-serif; font-size: medium;"> </div>
Overcoming Psychological Disorders Through Spiritual Guidance for Muslim Felons
<div> This study aims to describe, first: the psychological disorders of Muslim inmates who experience</div> <div> trauma as a result of not being ready to accept the reality of serving time as convicts in prison. Psychological</div> <div> disorders</div> <div> are</div> <div> in</div> <div> the</div> <div> form</div> <div> of</div> <div> behavior:</div> <div> difficulty</div> <div> controlling</div> <div> emotions,</div> <div> disappointment,</div> <div> sadness,</div> <div> blaming</div> <div> others,</div> <div> difficulty</div> <div> managing</div> <div> stress,</div> <div> difficulty</div> <div> controlling</div> <div> oneself,</div> <div> feelings</div> <div> of</div> <div> guilt,</div> <div> anxiety,</div> <div> </div> <div> and</div> <div> depression.</div> <div> Second:</div> <div> spiritual</div> <div> development</div> <div> by</div> <div> Correctional</div> <div> Institution</div> <div> (LP)</div> <div> officers</div> <div> through</div> <div> mental</div> <div> coaching</div> <div> in</div> <div> the</div> <div> form</div> <div> of</div> <div> routine</div> <div> activities</div> <div> such</div> <div> as</div> <div> carrying</div> <div> out</div> <div> congregational</div> <div> prayers,</div> <div> sermon</div> <div> training,</div> <div> giving</div> <div> speeches,</div> <div> and</div> <div> reading</div> <div> and</div> <div> understanding</div> <div> the</div> <div> contents</div> <div> of</div> <div> the</div> <div> Koran.</div> <div> Mental</div> <div> development</div> <div> </div> <div> aims</div> <div> to</div> <div> open</div> <div> oneself</div> <div> and</div> <div> foster</div> <div> a</div> <div> strong</div> <div> religious</div> <div> attitude</div> <div> in</div> <div> order</div> <div> to</div> <div> accept</div> <div> divine</div> <div> destiny</div> <div> with</div> <div> patience</div> <div> and</div> <div> trust.</div> <div> This</div> <div> self-awareness</div> <div> becomes</div> <div> positive</div> <div> energy</div> <div> to</div> <div> stimulate</div> <div> spiritual</div> <div> potential</div> <div> to</div> <div> shape</div> <div> </div> <div> self-character</div> <div> to</div> <div> become</div> <div> a</div> <div> pious</div> <div> person</div> <div> individually</div> <div> and</div> <div> socially.</div> <div> A</div> <div> qualitative</div> <div> descriptive</div> <div> approach</div> <div> </div> <div> was</div> <div> chosen</div> <div> to</div> <div> gather</div> <div> information</div> <div> from</div> <div> informants</div> <div> through</div> <div> non-participant</div> <div> observation</div> <div> and</div> <div> in-depth</div> <div> </div> <div> interviews</div> <div> (in-depth</div> <div> interviews).</div> <div> The</div> <div> collected</div> <div> data</div> <div> is</div> <div> reduced,</div> <div> </div> <div> displayed, verified and analyzed and</div> <div> constructed into a new concept. The research findings found that immoral informants (drug cases,</div> <div> murder, theft, and corruption) were dominantly experiencing psychological disorders compared to</div> <div> immoral informants (rape cases). It is easier for immoral informants to open up and be actively involved</div> <div> in</div> <div> participating</div> <div> in</div> <div> mental</div> <div> coaching</div> <div> activities,</div> <div> while</div> <div> immoral</div> <div> informants</div> <div> still</div> <div> find</div> <div> it</div> <div> difficult</div> <div> to</div> <div> </div> <div> accept</div> <div> the</div> <div> reality</div> <div> of</div> <div> life</div> <div> so</div> <div> they</div> <div> are</div> <div> more</div> <div> withdrawn</div> <div> and</div> <div> choose</div> <div> not</div> <div> to</div> <div> take</div> <div> part</div> <div> in</div> <div> mental</div> <div> coaching</div> <div> </div> <div> activities.</div> <div> Strengthening</div> <div> spirituality</div> <div> that</div> <div> is</div> <div> dynamic</div> <div> and</div> <div> innovative</div> <div> as</div> <div> well</div> <div> as</div> <div> rich</div> <div> in</div> <div> new</div> <div> methods</div> <div> is</div> <div> </div> <div> expected</div> <div> to</div> <div> be</div> <div> the</div> <div> right</div> <div> solution</div> <div> for</div> <div> the</div> <div> recovery</div> <div> of</div> <div> psychological</div> <div> disorders</div> <div> of</div> <div> Muslim</div> <div> inmates</div> <div> while</div> <div> </div> <div> in</div> <div> prison.</div> <div> </div>
Dewan Hakim MTQ Nasional Tk. Provinsi XXXIX Padang Panjang
<p> Memberikan penilaian terhadap peserta MTQ Nasional XXXIX di Padang Panjang dalam bidang Tafsir Bahasa Arab.</p>
Halal Bil Halal di MAN IC Padang Pariaman
Materi berkaitan dengan makna-makna halal bil halal pasca puasa ramadhan.
Menjadi BP dan Suvervisor KKN DR 22
<p> Membimbing mahasiswa KKN DR untuk menghasilkan karya ilmiah berupa buku bunga rampai</p>
Berbagai Persoaln Umat Terkini
<p> Memberikan pencerahan terhadap umat persfektif yang baik dalam menyikapi berbagai persoalan yang cenderung menimbulkan perpecahan di kalangan umat islam saat ini</p>
Bimbingan Kelompok Pra Nikah Bagi Calon Pengantin
<p> Bimbingan Kelompok Pra Nikah Bagi Calon Pengantin</p>
Pemberdayaan Pogram Berkelanjutan Bagi Anak Asuh untuk Menanamkan Nilai-nilai Karakter Cerdas
<p> <span class="fontstyle0">Poverty and neglect are unresolved problems in this country.<br /> Based on the results of the study, one of the two cities that<br /> have pockets of poverty in West Sumatra is Payakumbuh.<br /> Meanwhile, Payakumbuh has the largest export commodity in<br /> the livestock sector in West Sumatra. To overcome this,<br /> children from underprivileged families, orphans, orphans and<br /> abandoned children can be placed in orphanages. At the<br /> orphanage, children are expected to have their physical needs<br /> met, to develop their personality and to be able to continue<br /> their education. However, the reality is that the application of<br /> rules and punishments in orphanages makes the children not<br /> have intelligent characters as expected. Therefore, the<br /> assistance that can be given to assist the application of<br /> intelligent character in foster children is by providing group<br /> guidance services.</span></p>
ANALYSIS OF DIFFERENCES IN STUDENT LEARNING ACHIEVEMENT: A REVIEW OF GENDER AND MAJORS
<p> Untuk Memperkaya kazanah keilmuan dan pengembangan karier dosen.</p>