Teks tersebut membahas tiga malaikat yang memberikan pesan penting mengenai Injil, kabar keselamatan, dan jalan keselamatan melalui Yesus. Malaikat pertama memberitakan Injil kekal, malaikat kedua memperingatkan runtuhnya Babel, dan malaikat ketiga memperingatkan hukuman bagi mereka yang menyembah binatang dan menerima tanda di dahi atau tangan."
AHA! Student's Work: What We Do as a MuslimMierza Miranti
Beautiful masterpiece of 'Aisyah bintu Galang portraying her journey in applying her English learning journey. Barakallaahu fiih.
AHA! English is a language program presented by kastulistiwa.com
Kegiatan untuk menyambut Idul Fitri yang tersedia di klastulistiwa.com - terutama didesain untuk yang ga punya waktu mempersiapkan karena iktikaf atau mudik dan harus menyambut di tempat tujuan.
Anti mati gaya by Echa Maharani [serusetiapsaat.com]Mierza Miranti
Pemerintah mengumumkan rencana untuk membangun pusat perbelanjaan baru di pusat kota untuk mendukung pertumbuhan ekonomi. Rencana ini mendapat dukungan dari kalangan bisnis tetapi ditentang oleh kelompok lingkungan karena khawatir akan mengganggu ekosistem setempat. Perdebatan masih berlanjut mengenai dampak sosial ekonomi dan lingkungan dari rencana pembangunan tersebut.
Kegiatan untuk menyambut Idul Fitri yang tersedia di klastulistiwa.com - terutama didesain untuk yang ga punya waktu mempersiapkan karena iktikaf atau mudik dan harus menyambut di tempat tujuan.
Ringkasan dokumen tentang adab makan menurut Islam adalah:
1. Adab makan meliputi memilih makanan halal, mencuci tangan, mengucapkan bismillah sebelum makan, makan dengan tangan kanan, dan mengambil makanan dari yang terdekat.
2. Tidak boleh bersandar, bicara berlebihan, atau mencela makanan saat makan. Sisa makanan yang jatuh harus dibersihkan dan dimakan kembali.
3. Makanl
Teks tersebut membahas tiga malaikat yang memberikan pesan penting mengenai Injil, kabar keselamatan, dan jalan keselamatan melalui Yesus. Malaikat pertama memberitakan Injil kekal, malaikat kedua memperingatkan runtuhnya Babel, dan malaikat ketiga memperingatkan hukuman bagi mereka yang menyembah binatang dan menerima tanda di dahi atau tangan."
AHA! Student's Work: What We Do as a MuslimMierza Miranti
Beautiful masterpiece of 'Aisyah bintu Galang portraying her journey in applying her English learning journey. Barakallaahu fiih.
AHA! English is a language program presented by kastulistiwa.com
Kegiatan untuk menyambut Idul Fitri yang tersedia di klastulistiwa.com - terutama didesain untuk yang ga punya waktu mempersiapkan karena iktikaf atau mudik dan harus menyambut di tempat tujuan.
Anti mati gaya by Echa Maharani [serusetiapsaat.com]Mierza Miranti
Pemerintah mengumumkan rencana untuk membangun pusat perbelanjaan baru di pusat kota untuk mendukung pertumbuhan ekonomi. Rencana ini mendapat dukungan dari kalangan bisnis tetapi ditentang oleh kelompok lingkungan karena khawatir akan mengganggu ekosistem setempat. Perdebatan masih berlanjut mengenai dampak sosial ekonomi dan lingkungan dari rencana pembangunan tersebut.
Kegiatan untuk menyambut Idul Fitri yang tersedia di klastulistiwa.com - terutama didesain untuk yang ga punya waktu mempersiapkan karena iktikaf atau mudik dan harus menyambut di tempat tujuan.
Ringkasan dokumen tentang adab makan menurut Islam adalah:
1. Adab makan meliputi memilih makanan halal, mencuci tangan, mengucapkan bismillah sebelum makan, makan dengan tangan kanan, dan mengambil makanan dari yang terdekat.
2. Tidak boleh bersandar, bicara berlebihan, atau mencela makanan saat makan. Sisa makanan yang jatuh harus dibersihkan dan dimakan kembali.
3. Makanl
Modul Bahasa Arab Created by Jenna (9 yo HSer)Mierza Miranti
The document appears to be a form requesting a name but no name is provided, leaving the field blank. No other information is contained within the document other than the header "Name:" with an underscore indicating a name should be filled in but has not yet been. The extremely limited content of the document provides little that can be summarized.
The document appears to be a writing portfolio that outlines the qualifications and experience of Mierza Miranti. It includes her education background, professional experiences as a teacher and content writer, published articles, research papers, and contact information. The portfolio provides details on Mierza Miranti's career in education and writing to showcase her skills and qualifications for content writing projects.
This document is a portfolio written by Mierza Miranti that outlines her background, experiences, and work samples. It includes sections about her education, professional experiences as a teacher and content writer, published articles in newspapers, research papers, creative writing samples, and content writing products. It also lists her areas of professional development, references, recommendation letters, education certificates, and English teaching qualifications. The portfolio provides a comprehensive overview of Mierza Miranti's qualifications and body of work within the fields of education and writing.
It depicts the writing journey of a turned teacher to writer. Currently, she works for three professional websites and an SEO company as a professional content writer - besides being a homeschool mother in the morning. Check her works on klastulistiwa[dot]com.
Mierza Miranti has over 15 years of experience in education. She holds a Bachelor's in English Literature and a Master's in Management. She has worked as a secondary school teacher in Indonesia, teaching subjects like English, Bahasa Indonesia, social studies, values, and visual arts. She has also held roles managing curriculum development, quality assurance, and providing professional development training to teachers. Her portfolio outlines her educational background, work experience at various schools, publications, training experience, and references.
The document discusses effective teaching strategies for the first days of school. It emphasizes the importance of preparation, establishing clear classroom procedures and rules, and engaging students through icebreaker activities. Effective teachers start by preparing lesson plans, teaching materials and well-organized classrooms. It is crucial to welcome students, introduce procedures respectfully and keep students actively involved during the first lessons. Mastering classroom management from the beginning helps ensure teachers can successfully impact student learning throughout the year.
Behavioral Event Interview Training for Islamic School ManagersMierza Miranti
This document discusses behavioral event interview (BEI) training for managers of Islamic schools. It explains that BEI involves asking candidates to describe past situations and experiences to predict future performance. The document recommends using the I-STAR approach for Islamic BEIs, which focuses on the basis of decisions in Islam. It provides guidance on creating a BEI template, practicing probing questions, conducting the interview, and evaluating candidates after the interview. The goal is to assess cultural fit and skills through discussion of real experiences rather than philosophical views.
Sensing with cw mierza's session_altaqwa_190614Mierza Miranti
The document discusses various creative writing techniques including cinquain poems, diamante poems, and using the five senses. It provides examples of applying these techniques to topics related to the Australian gold rush and Indigenous resistance leader Yagan. Students are prompted to try different poetry forms to highlight skills and describe places gold may be found based on terrain characteristics.
Dokumen tersebut membahas tentang fitur-fitur Mierza Miranti seperti transport toolbar, interface, input output, channel, tools toolbar, editing toolbar, efek-efek built-in seperti amplify, auto duck, bass & treble, echo, equalization, dan jenis-jenis efek lainnya seperti Nyquist Effect Plug-ins, LADSPA Effect Plug-ins, VST Effect Plug-ins, Audio Unit Plug-ins.
The document discusses curriculum in Indonesian schools. It explains that schools in Indonesia primarily use a national curriculum called "Kurikulum Tingkat Satuan Pendidikan" which translates to Curriculum of Independent Learning-Unit. This curriculum offers flexibility in basic competencies but sets minimum requirements. The document also discusses integrating business skills and English language teaching, including strategies like preparing business plans, management skills, and communication skills.
Integrating business skills into ktsp mierza mirantiMierza Miranti
The document discusses integrating business skills into the English Language Teaching (ELT) curriculum for secondary 12 students in Indonesia. The author integrated business skills like teamwork, communication, problem solving, and marketing into ELT classroom activities.
Students worked in groups to create a short story about poverty that was performed as a play, learning skills like leadership, teamwork and event planning. They also discussed programs to combat poverty, developing business plans and presenting their ideas in a debate, gaining skills in public speaking, marketing and finance. Integrating these practical skills helped prepare students for careers in business while meeting the ELT curriculum requirements.
Integrating business skills into ktsp mierza mirantiMierza Miranti
The document discusses integrating business skills into the English Language Teaching (ELT) curriculum for secondary 12 students in Indonesia. The author integrated business skills like teamwork, communication, problem solving, and marketing into ELT lessons.
Students worked in groups to create a play about poverty, learning skills like human resources management and leadership. They also discussed programs to combat poverty, developing strategies and business plans. Students then presented their programs in a mock public hearing, practicing public speaking and persuasion.
The author found that integrating business skills enriched the ELT lessons and better prepared students for future careers in business, whether as employees or entrepreneurs. Students gained practical skills while fulfilling the ELT curriculum requirements.
This document outlines techniques for teaching workshops, including setting up chairs in a U-shape and discussing relevant games, warming ups, probing questions, and visual aids. It provides examples of warming up games like active knowledge sharing and post for answers that get students moving. For probing questions, it recommends asking open-ended questions to encourage speculation and guiding note-taking with blanks. It also suggests never asking "Are there any questions?" and instead proposing questions that clarify, compare, challenge views, request examples, and test applicability. Overall, the document emphasizes preparation, involving students, and reinforcing learning.
This document provides instructions for using a free software called Teachers' Report Assistant (TRA) to generate individualized student report cards. It explains that TRA allows teachers to create categories for comments, assign scoring scales, copy pre-written comments into TRA, and generate customized reports for each student by selecting the appropriate comments. The document guides users through downloading and installing TRA, inputting category and comment bank information, and using the software to efficiently produce individualized reports in a short amount of time without much effort.
The document summarizes the key coastal landforms and processes. It outlines the two main coastal processes of erosion and deposition, the two types of water movement and waves, and the movement of materials along the beach called longshore drift. It also defines several landforms created by deposition, including beaches, spits, tombolos, and sand dunes.
The document outlines a presentation promoting character education through using poverty issues in English language teaching. It describes integrating topics on global and local poverty into the curriculum to teach the virtues outlined in The Sugar Group Schools' Pillars of Characters. Examples are given of lesson plans that use songs, movies, readings and other activities addressing poverty to develop students' language skills while also cultivating qualities like cultural awareness, self-discipline, and being solution-oriented. The goal is to help students understand the cycle of poverty and how to discuss causes and solutions through class discussions and by creating written and theatrical explanations and presentations on poverty issues.
Modul Bahasa Arab Created by Jenna (9 yo HSer)Mierza Miranti
The document appears to be a form requesting a name but no name is provided, leaving the field blank. No other information is contained within the document other than the header "Name:" with an underscore indicating a name should be filled in but has not yet been. The extremely limited content of the document provides little that can be summarized.
The document appears to be a writing portfolio that outlines the qualifications and experience of Mierza Miranti. It includes her education background, professional experiences as a teacher and content writer, published articles, research papers, and contact information. The portfolio provides details on Mierza Miranti's career in education and writing to showcase her skills and qualifications for content writing projects.
This document is a portfolio written by Mierza Miranti that outlines her background, experiences, and work samples. It includes sections about her education, professional experiences as a teacher and content writer, published articles in newspapers, research papers, creative writing samples, and content writing products. It also lists her areas of professional development, references, recommendation letters, education certificates, and English teaching qualifications. The portfolio provides a comprehensive overview of Mierza Miranti's qualifications and body of work within the fields of education and writing.
It depicts the writing journey of a turned teacher to writer. Currently, she works for three professional websites and an SEO company as a professional content writer - besides being a homeschool mother in the morning. Check her works on klastulistiwa[dot]com.
Mierza Miranti has over 15 years of experience in education. She holds a Bachelor's in English Literature and a Master's in Management. She has worked as a secondary school teacher in Indonesia, teaching subjects like English, Bahasa Indonesia, social studies, values, and visual arts. She has also held roles managing curriculum development, quality assurance, and providing professional development training to teachers. Her portfolio outlines her educational background, work experience at various schools, publications, training experience, and references.
The document discusses effective teaching strategies for the first days of school. It emphasizes the importance of preparation, establishing clear classroom procedures and rules, and engaging students through icebreaker activities. Effective teachers start by preparing lesson plans, teaching materials and well-organized classrooms. It is crucial to welcome students, introduce procedures respectfully and keep students actively involved during the first lessons. Mastering classroom management from the beginning helps ensure teachers can successfully impact student learning throughout the year.
Behavioral Event Interview Training for Islamic School ManagersMierza Miranti
This document discusses behavioral event interview (BEI) training for managers of Islamic schools. It explains that BEI involves asking candidates to describe past situations and experiences to predict future performance. The document recommends using the I-STAR approach for Islamic BEIs, which focuses on the basis of decisions in Islam. It provides guidance on creating a BEI template, practicing probing questions, conducting the interview, and evaluating candidates after the interview. The goal is to assess cultural fit and skills through discussion of real experiences rather than philosophical views.
Sensing with cw mierza's session_altaqwa_190614Mierza Miranti
The document discusses various creative writing techniques including cinquain poems, diamante poems, and using the five senses. It provides examples of applying these techniques to topics related to the Australian gold rush and Indigenous resistance leader Yagan. Students are prompted to try different poetry forms to highlight skills and describe places gold may be found based on terrain characteristics.
Dokumen tersebut membahas tentang fitur-fitur Mierza Miranti seperti transport toolbar, interface, input output, channel, tools toolbar, editing toolbar, efek-efek built-in seperti amplify, auto duck, bass & treble, echo, equalization, dan jenis-jenis efek lainnya seperti Nyquist Effect Plug-ins, LADSPA Effect Plug-ins, VST Effect Plug-ins, Audio Unit Plug-ins.
The document discusses curriculum in Indonesian schools. It explains that schools in Indonesia primarily use a national curriculum called "Kurikulum Tingkat Satuan Pendidikan" which translates to Curriculum of Independent Learning-Unit. This curriculum offers flexibility in basic competencies but sets minimum requirements. The document also discusses integrating business skills and English language teaching, including strategies like preparing business plans, management skills, and communication skills.
Integrating business skills into ktsp mierza mirantiMierza Miranti
The document discusses integrating business skills into the English Language Teaching (ELT) curriculum for secondary 12 students in Indonesia. The author integrated business skills like teamwork, communication, problem solving, and marketing into ELT classroom activities.
Students worked in groups to create a short story about poverty that was performed as a play, learning skills like leadership, teamwork and event planning. They also discussed programs to combat poverty, developing business plans and presenting their ideas in a debate, gaining skills in public speaking, marketing and finance. Integrating these practical skills helped prepare students for careers in business while meeting the ELT curriculum requirements.
Integrating business skills into ktsp mierza mirantiMierza Miranti
The document discusses integrating business skills into the English Language Teaching (ELT) curriculum for secondary 12 students in Indonesia. The author integrated business skills like teamwork, communication, problem solving, and marketing into ELT lessons.
Students worked in groups to create a play about poverty, learning skills like human resources management and leadership. They also discussed programs to combat poverty, developing strategies and business plans. Students then presented their programs in a mock public hearing, practicing public speaking and persuasion.
The author found that integrating business skills enriched the ELT lessons and better prepared students for future careers in business, whether as employees or entrepreneurs. Students gained practical skills while fulfilling the ELT curriculum requirements.
This document outlines techniques for teaching workshops, including setting up chairs in a U-shape and discussing relevant games, warming ups, probing questions, and visual aids. It provides examples of warming up games like active knowledge sharing and post for answers that get students moving. For probing questions, it recommends asking open-ended questions to encourage speculation and guiding note-taking with blanks. It also suggests never asking "Are there any questions?" and instead proposing questions that clarify, compare, challenge views, request examples, and test applicability. Overall, the document emphasizes preparation, involving students, and reinforcing learning.
This document provides instructions for using a free software called Teachers' Report Assistant (TRA) to generate individualized student report cards. It explains that TRA allows teachers to create categories for comments, assign scoring scales, copy pre-written comments into TRA, and generate customized reports for each student by selecting the appropriate comments. The document guides users through downloading and installing TRA, inputting category and comment bank information, and using the software to efficiently produce individualized reports in a short amount of time without much effort.
The document summarizes the key coastal landforms and processes. It outlines the two main coastal processes of erosion and deposition, the two types of water movement and waves, and the movement of materials along the beach called longshore drift. It also defines several landforms created by deposition, including beaches, spits, tombolos, and sand dunes.
The document outlines a presentation promoting character education through using poverty issues in English language teaching. It describes integrating topics on global and local poverty into the curriculum to teach the virtues outlined in The Sugar Group Schools' Pillars of Characters. Examples are given of lesson plans that use songs, movies, readings and other activities addressing poverty to develop students' language skills while also cultivating qualities like cultural awareness, self-discipline, and being solution-oriented. The goal is to help students understand the cycle of poverty and how to discuss causes and solutions through class discussions and by creating written and theatrical explanations and presentations on poverty issues.
5. Jika kamu SERING menangis
hanya karena takut akan siksa Allah
maka kamu…
“Tidak akan masuk neraka seseorang
yang menangis karena takut kepada
Allâh sampai air susu kembali ke
dalam payudara ibunya.”
HR. at-Tirmidzi, no. 1633,
2311;an-Nasâ‘i 6/12;Ahmad 2/505; al-Hâkim 4/260;al-Baghawi dalam Syarhus Sunnah 14/264.
mierza's klastulistiwa.com
13. Rasulullah
bersabda….
“Surga dan neraka
ditampakkan kepadaku, maka
aku tidak melihat kebaikan dan
keburukan seperti hari ini.
Seandainya kamu mengetahui
apa yang aku ketahui,
kamu benar-benar akan sedikit
tertawa dan banyak menangis”.
mierza's klastulistiwa.com
14. Rasulullah
bersabda….
“Tidak ada sesuatu yang yang lebih
dicintai oleh Allâh daripada dua
tetesan dan dua bekas. Tetesan
yang berupa air mata karena takut
kepada Allâh dan tetesan darah
yang ditumpahkan di jalan Allâh.
Adapun dua bekas, yaitu bekas di
jalan Allâh dan bekas di dalam
(melaksanakan) suatu kewajiban
dari kewajiban-kewajiban-Nya”.
mierza's klastulistiwa.com
mamNawawirahimahullâhberkata,“Maknahaditsini, ‘Akutidakpernahmelihatkebaikansamasekalimelebihiapa yang telahakulihat di dalamsurgapadahariini. Akujugatidakpernahmelihatkeburukanmelebihiapa yang telahakulihat di dalamnerakapadahariini. Seandainyakamumelihatapa yang telahakulihat dan mengetahuiapa yang telahakuketahui, semua yang akulihathariini dan sebelumnya, sungguhkamupastisangattakut, menjadisedikittertawa dan banyakmenangis”. (Syarh Muslim, no. 2359)HaditsinimenunjukkananjuranmenangiskarenatakutterhadapsiksaAllâhTa’ala dan tidakmemperbanyaktertawa, karenabanyaktertawamenunjukkankelalaian dan kerasnyahati.LihatlahparaSahabatNabiradhiyallâhu'anhum, begitumudahnyamerekatersentuholehnasehat! Tidaksebagaimanakebanyakanorang di zamanini. Memang, merekaadalahorang-orang yang paling lembuthatinya, paling banyakpemahamanagamanya, paling cepatmenyambutajaran agama. MerekaadalahSalafusShâlih yang mulia, makaselayaknyakitameneladanimereka. (LihatBahjatunNâzhirînSyarhRiyâdhusShâlihin 1/475; no. 41)