Losong New staff for 2013. Cooperation between the old and new teachers are expected to improve school performance. Determination of teachers, administrators and other school personnel in carrying out their responsibilities and their duties with utmost sincerity to improve school performance.

BENEFIT OF BEKAM

1.Help get rid of headaches and migraines. 2. Helps remove body wind, relieve respiratory and launched the excretory system. 3. Helps break down fat, sweat and relieve fever, stiff muscles to help restore the neck, shoulder, hip and leg joints veins. 4. Helps prevent numb legs and help reduce the risk of stroke. 5.Removing toxic blood and blood circulation is not smooth. 6.Helps relieve body. Dirty blood collected under the skin's surface causing a feeling of heaviness and laziness. 7. Helps sharpen vision. Blood flow to the eye is not so smooth cause blurred vision. 8. Removal of toxic blood for overall health. 9. Removing the element of spirit interference through the blood stream.

https://docs.google.com/spreadsheet/viewform?formkey=dFN5MlBYUjBLeTM0UXprVElNaFA1WGc6MQ#gid=0

Salam Aidil Fitri

Selamat Hari Raya Aidil Fitri. Alhamdulillah kita masih lagi diberikan kesempatan oleh Allah untuk merasakan hari raya pada tahun ini. Mudah-mudahan hari raya pada tahun ini dapat kita rayakan mengikut panduan dan Sunnah daripada Nabi kita Muhammad s.a.w Janganlah jadikan hari raya sebagai pesta makan minum, pesta langsir, pesta memperagakan fesyen pakaian dan yang paling malang sekali iaitu pesta maksiat yang dipenuhi dengan program hiburan dan tari menari tanpa mempedulikan halal dan haram. Wanita dan lelaki bercampur gaul,bersalam-salaman dan berpeluk-pelukan. Apakah ini Hari Raya Aidil Fitri yang diajar oleh Islam. Semua itu adalah musibah yang akan mengundang kemurkaan Allah s.w.t Sedarlah dan bertaubatlah sebelum jasad dimasukkan ke dalam liang lahad. Hari Raya Aidil Fitri ialah hari untuk kita bermaaf-maafan,kunjung mengunjung dan ziarah-menziarahi untuk mengeratkan silaturahim. Mudah-mudahan umat islam di seluruh dunia terus bersatu di bawah satu syariat iaitu syariat Islam dan hukum Allah s.w.t. Jadikanlah hari raya sebagai kesinambungan untuk kita terus melakukan amalan-amalan yang diredhai Allah sebagaimana yang kita lakukan pada bulan ramadhan. Kalau bulan Ramadhan kita banyak membaca Al-Quran maka teruskanlah amalan itu. Kalau pada Bulan Ramadan kita banyak bertahajud maka perbanyakkanlah amalan itu pada bulan-bulan seterusnya. kalau pada Bulan Ramadhan kita banyak bersedekah maka lipat gandakanlah amalan itu, mudah-mudahan harta kita mendapat keberkatan dan dijauhkan dari sifat bakhil dan kedekut. Kalau pada bulan puasa kita kurang mengata orang dan yang sewaktu dengannya maka pada bulan-bulan yang seterusnya hentikan terus perbuatan tersebut, mudah-mudahan kita bebas dari bakaran dan azab api neraka Allah s.w.t. Teruskanlah amalan berpuasa pada bulan-bulan mendatang dengan puasa-puasa sunat yang lain seperti puasa sunat enam hari, Bulan Syawal dan puasa sunat Isnin dan khamis. Mudah-mudahan kita dijauhkan dari sifat sombong dan takabur.

Zakat Fitra

Jangan lupa untuk tunaikan zakat fitra kerana ianya sudah menjadi kewajipan dan tanggungjawab kita sebagai orang Islam. Disamping itu, jangan lupa juga untuk membayar zakat-zakat yang lain kerana ianya pembersih harta dan jiwa manusia. Apa lagi kita yang bergelar sebagai orang Islam.

Pysical Education Year Two

Physical Education Year Two . Pupils are doing Pysicomotor. This activity aims to train students to do activities that involve coordination of the hands, feet and eyes.

Semangat Ramadhan

Malam kedua terawi hari pertama puasa sembahyang kat Masjid Tok Ku. Alhamdulillah masjid penuh dengan jemaah. Diimamkan oleh imam veteren. Bacaan ayat-ayat lazim yang diulang. Inilah semangat Ramadhan. Walaupun yang tak pernah sembahyang kat masjid pun pada Bulan Puasa semuanya boleh hadir berjamaah di masjid. Mudah-mudahan semangat berjamaah seperti ini akan berterusan. Namun, disangka hujan sampai ke petang rupanya hujan sekerat hari. Lepas lapan rakaat jemaah hanyalah tinggal dua saf je....sedihnya....

Semangat Merdeka. Semoga semangat ini dapat membebaskan anak bangsa daripada belenggu kejahilan.

Matahari Pagi. Indahnya ciptaan Allah.

Bulan Di Siang Hari

SubbhanaAllah! Indahnya ciptaan Allah. Sesungguhnya Allah berkuasa memasukkan siang ke dalam malam dan memasukkan malam ke dalam siang. Allah menghidupkan yang mati dan mematikan yang hidup. sesungguhnya Allah berkuasa atas segala-galanya.

Majlis khatam Al-Quran sempena Hari Terbuka Institusi Al-Quran Terengganu 2012. Pelbagai aktiviti diadakan antaranya pameran,jualan, pertandingan hafazan Al-Quran dan Taranum. Semoga IQT akan terus dapat berkembang untuk melahirkan masyarakat yang celik Al-Quran.

Guiedance in Primary School Management

Preschool
 
Preschool (English: pre-school) is the choice of education for children before entering school. Preschool is part of Malaysia's education system. Ministry of Education Malaysia provides preschool education to enable children aged four to six years of entering school early, especially children from lower income groups.
 
Preschool Education Goals
Pre-school education aims to nurture the potential of children in all aspects of development, basic skills and develop positive attitudes as preparation for entry into primary school.
 
Concept
Preschool education is a program which provides learning experiences of children aged 4-6 years in a period of one year or more before entering Year One in school. The concept used is the "Learning While Playing" emphasizing "Thematic Learning." Learning method is the range of activities including classes, group activities and individual activities. The uniqueness of pre-school was organized by the Ministry of Education Malaysia group activities that will enhance the quality of emotional and intellectual control. Exposure to this activity is to provide a strong foundation for learning the concept of smart schools.
 
The objective
Provide learning experiences to pupils between the ages of 4 to 6 years for nurturing their potential in all aspects of development, basic skills and develop positive attitudes as preparation for entry into primary school.
 
Location
Building organized by the Ministry of Education Malaysia preschool located in primary schools.
 
Management
Each preschool class is managed by a teacher and an assistant appointed by the Ministry of Education Malaysia. Grade for preschool teachers are DG29 or DG41, while grade for pre-school assistant is N17, which is equivalent to the position of Administrative Assistant.
 
Pupil
Each class must not exceed 25 children aged 5 and / or 6 years. Eligibility to enter the pre-calculated based on family income of below RM500. However, the limit can be increased if there are vacancies.
 
Curriculum
Pre-school education curriculum carefully designed to meet the needs and capabilities of the child based on the National Education Philosophy. By 2002, all children's learning center, whether managed by the Ministry of Education and managed by the private sector must be in accordance with the syllabus prescribed and provided by the Ministry of Education Malaysia.
 
School Selection Criteria
Location remote / rural / suburban / urban areas.
Year One pupils berprasekolah not high.
The Education Ministry will receive a report showing that many First Year students in the area do not enter any pre-school.
No other nursery operators.
The ministry found in an area that has little or no kindergarten / preschool either by private parties or other statutory bodies.
Taking into Year One pupil registration for next year (> 15 persons).
Modified facility / classroom building.
If the school has additional space to accommodate pre-school room or building.
Request of the local community.
Usually the local community through the PTA to make a motion to apply for pre-school available in their area.
Student Selection Criteria
Citizen of Malaysia.
Ages 5 and 5 + years.
Each class of 25 students.
Selection priority based on income and dependents of parents / guardians.
This depends on the area. There are preschools that accept children from the wealthiest to the public after bid closed and there are more vacancies for the class. The school will try to meet the provision for 25 children for each class. When a vacancy occurs, the school will select children aged 5 years among low-income first. If there is any vacancy then received another child without the parents' ability to put conditions.
Per Capita Grant (PCG)
RM100 per pupil per year
RM100 X 25 students X 1 class
Total: RM2500 per class per year
Food Aid
RM1.50 per pupil per day
RM1.50 X 1 X 200 day students
Total: $ 300 per pupil per year
Preschool Programs The Ministry of Education Malaysia (MOE)
ICT Program Pre-School from 2002 to be given priority and be part of important elements. For each class that supplied pre-school Computer / Printer / Table / Chair / Software
(Distribution of 2 sets of computers and a printer for each class)
In addition ICT Kidsmart Early Learning Program (IBM) began in 2001. A set of computers, printers, complete with tables, chairs, and software that is distributed to selected pre-school classes. Until February 2004, MOE received 59 sets of IBM (M) Sdn Bhd.
Pre-School Pilot Program Special Education, from 2003, a total of 3 classes have been opened; (20 pupils Normal & 5 Student Learning Problems)
SK Section 20, Shah Alam, Selangor.
New White SK Land, Kuantan, Pahang.
SK Khir Johari, Kuala Lumpur, Kedah.
Next Special Education Pre-School is open from 2004. A total of 28 classes have been opened include:
Pre-School Learning Problems
Visual Preschool
Pre-Hearing
Starting from 2004, Pre-School Teachers Graduate Placement Program began to ensure the quality of preschool education in Malaysia on par with pre-school (Preschool) around the world.

Primary School Management
 
IMPLEMENTATION OF COMPULSORY EDUCATION
A. Compulsory education at primary level
Compulsory primary education is a law that requires each parent a citizen of Malaysia residing in Malaysia who have a child reaches the age of six years on the first day of the current school year, registering in primary schools and continue to be a pupil in primary schools during the period of education low.
 
Two. Duration of Compulsory Education
Compulsory education is primary education for a period of six years.
 
Three. Compulsory Education Implementation Date
Compulsory education will be implemented beginning in 2003 which covers Year 1 pupils.
 
4. Affected children
-Malaysian Children
-The children who dropped out but was not involved with the Compulsory Education shall be assisted so that they can go to school.
 
Five. A registration process for School Children in Primary Schools
Ministry of Education, State Department, District Education Office and the school made the announcement about the registration of children into primary schools in the following manner:
-Application for Placement
Parents were among the applicant is applying for placement of children studying in Year 1 at primary school near the place of residence. Application of this placement can be made on through March.
-Confirmation of placement into Year 1
Parents are advised to verify the placement into Year 1 in primary schools where children will be placed on receipt of information that will be served by the school or PPD or AGC during August. Placement of a child to a school is not necessarily the same as those applied during application placement. For reasons that are inevitable application to a school shall be rejected.
-Appeal
Parents can appeal the placement of their child's school to school or PPD or the NRD. Any decision has been made as a result of the appeal is final. Parents who have moved to a new residence shall notify the school of his new address and request to be placed in her new school in accordance with recent address.
-Registration for the First Day of School
Parents should take him to register on the first day of school to pay fees charged by schools based on the amount determined and approved by the MOE.
-Change of Registration First Day of School Before School
Parents who have pre-registered or has acknowledged receipt of placement to school but moved to a new place either in the same district or in another state shall notify the old school before applying for new registration to the school in a new residence .
 
6. Penalty
The failure of parents to ensure children under compulsory education is an offense in terms of the law. If convicted of the offense, the parents could be liable to a fine not exceeding RM5000 or to imprisonment not exceeding 6 months or both.
 
7. Inquiry
Any inquiries regarding compulsory education may be referred to a school nearby, PPD, JPN, and the School Division, MOE.
 
EARLY SCHOOL
APPLICATION FOR ADMISSION relaxation of conditions CHILD
UNDER THE AGE OF THE YEAR 1
 
A. Introduction
Means application flexibility that allows the entry of the initial conditions of children under the age of seven years in a school year must be compared. Applications will be processed and managed by the parent application submitted through the NRD. Relaxation of conditions is given to the child (citizen) who was born on the 2nd to January 15, has attended kindergarten and meet the criteria set by the interviews and tests. Applications must be submitted in the year before the actual school sessions take place. Minister of Education is the final vote to approve or not the application.
Two. Source of Power
Bulletin KP (BS / PSR) 8502/03/005 Jld.22 (10) dated March 5, 2003 and read with SPI Bil.3/2001 dated March 22, 2001, SPI Bil.14/2001 dated 27 November 2002.
Three. Criteria and Procedures / Terms
-Citizen children born on the 2nd to January 15th.
-The parent or legal guardian is a citizen of Malaysia.
-Application must be made by a parent or legal guardian based on need and not be advertised by using the form (BPSH.SPSR / PMA).
-The children are or have attended kindergarten.
-Applications must be submitted from June to August to the NRD.
-Children need to sit an interview and tests conducted by the SPC.
-Approval decision is final and no appeal.


Special Education

Development History of Special Education

Interest on Special Education in Malaysia began in the 1920s among the volunteers involved in
opening of schools for the visually impaired and hearing impaired. Report of the Cabinet Committee which reviews
Implementation of the Certificate of Education Policy 169 was the turning point that led to a
emphasis and focus more clearly on the development of special education in this Malaysia.Perakuan
says, "With the awareness that the government should be responsible for education
disabled children are certified government should take over all responsibility
The education of the organizations that operate this padamasa. Moreover, the involvement
by voluntary bodies to advance the education of disabled children should be encouraged. "

Development of Special Education by type is as follows:
Education for the Visually Impaired
1926
 
Opening of Primary Schools (SRPK) St. Nicholas by the Anglican Church in Malacca
1931
 
SRPK St. Nicholas moved to Penang
1948
 
Officiation of SRPK Princess Elizabeth with hostel facilities by the Department of Social Welfare
Opening Karachi Institute of Residential Training Center Gurney - Social Welfare Department (JKM)
1953
 
Opening of the Hope Park Institute, Agricultural Center Temerloh (JKM)
1958
 
The opening of Park Light Institute, Agricultural Centre, Sandakan (JKM)
1962
 
The merger plan for the education of blind children in primary and secondary
selected common introduced
1963
 
The merger plan for the education of blind children in primary and secondary
those chosen, introduced
1977
 
Special Teacher training beginning in the visually impaired in Teachers' Training College, Cheras
1978
 
Establishment of the Main Committee Formation Malay Braille Code to expand the system
Malay Braille Code
1983
 
Opening Residential Blind School, KLCC
Acquisition SRPK Princess Elizabeth by the Ministry of Education as a full-class school
1984
 
Establishment of the Braille Code Workshop Al-Quran and writings for the purpose of developing
Braille code system Establishment of Al-Quran Publishing and Printing Pioneer Unit Braille / myopia,
Ministry of Education to provide braille materials in particular textbooks and
Braille equipment maintenance
 

Education of the Hearing Impaired
1954
 
The opening of a special education class in Northam Road, Penang
1954
 
School opening federal Deaf Children (Primary and Secondary), Tanjong Bunga, Penang
1963
 
The opening of classes Special Education. Deaf merger by the Ministry of education in primary and selected secondary schools Special Education Initial Teacher Training College teaching Hearing Impaired Specialist, Cheras
1978
 
Introduction Methods Communication by the Ministry of Education to make Malay the Hand Code Total Communication Establishment of the Ministry of National Education
1979
 
In-Service courses for teachers who teach hearing problems in the field of Communication Whole 1984 Establishment of the National Curriculum Vocational Special Education Secondary School, Ministry of Education
1985
 
Establishment of Total Communication Coordination Working Committee, the Ministry of Education for the development of Islamic Education Code System
Establishment of the Small Working Committee Policy Code of Islam
Establishment of the Small Working Committee KBSR Policy Code Level II Bahasa Malaysia Hand Code
Establishment of Small Works Hand Code Drafting Vocational and Technical Education
1987
 
Opening of Special Education Vocational High School, Shah Alam

Mergers Programme / Inclusive
1962
 
Pereantuman and inclusive programs for students with visual impairments
started
1988
 
Initial pilot class for the students with learning disabilities
1993
 
Three (3) inclusion of students placed in Form 6 under the Methodist Secondary School (Men), Kuala
Mud
1994
 
The opening of classes inclusive program disbursed a pilot project in 14 schools throughout the country
1995
 
Learning Problems Program initiated the secondary level
 
MISSION
Develop human capital, excellent special needs based on: -

Quality education system, relevant and holistic
Personal growth potential to the optimum
Ability to compete and
Moral values ​​as a responsible citizen
Smart partnerships with various parties
 
VISION
Quality Education with Special Needs Student Excellence In line with the National Education System
 
The objective
Provide opportunities and education facilities for pupils with special needs.
Provide appropriate and relevant education to students with special needs.
Provide the opportunity to float the talent and potential of students with special needs.
Teaching and learning providing adequate and timely.
Ensure sufficient teaching staff and trained in special education.
Main Function
Ensure that all policies, programs and activities entrusted to the Special Education Division is exercised in conformity and consistent with the policies and philosophy of Special Education.
Plan, coordinate, monitor and evaluate programs and activities related to the excellence of academic programs, curriculum and special education students in personality.
Plan, manage and control resources to ensure proper management and world-class quality education.
Plans to increase innovation and creativity in the implementation of special education programs and activities.
Planning and evaluation of new institutions operating under the Special Education Division.
Providing Special Education as a benchmark for special education in the country and abroad.
Plan and establish a strong collaboration and quality with various agencies in the implementation of programs and activities of the Ministry of Education.
 
Division and Branch
The Division has four branches:
Special Education Programs Branch
Planning and Evaluation Branch
Training and Support Services Branch
Branch Management and Communication
 
Structure and Organization
Special Education Program
Human Development Sector
School Staff Management Unit
Affairs Management Unit
Management Unit Islamic and Moral Education
Management Unit Co-curriculum, Sports and Arts

Professional Development
(In-Service Training)

Introduction

Education Development Master Plan (PIPP), KPM 2006 to 2010 has suggested the quality of teachers, teaching career and focus on the welfare of teachers to ensure quality teachers to remain in the country's education system and quality remain throughout their tenure.
In-service training to improve competency Service Officer (PPP) in accordance with the Public Sector Human Resources Policy 2005 which is stated in Circular No. 6 of 2005:
Each Ministry Secretary General / Head of Department shall ensure that their members - at all stages of their courses at least seven days in a year.
To enhance the professionalism of several approaches taken by the MOE with memperkenalkann concept of in-service training to support the concept of school-based manager lets manage. Implementation of training "on-site" and "school based" has been implemented to overcome the class teacher died.
The purpose of School-Based LDP
 To expose the Latest Innovations
 Enhance Teaching Professionalism
 Increasing Knowledge and Skills
Creating Value System and Practices Established
  Uphold the Teaching Profession
Training Areas
          A. Professional Knowledge (60%)
         B. Professional skills (20%)
         C. Teaching Professional Values ​​and Practice (20%)
Recognised Activities
         Courses
Workshop
Briefing a Professional
Seminar
Input In-House
Professional Day
Definition of Book Review
"Book Review" comes from the Latin "revidere or recensere" which means to look back, consider or evaluate. Three terms lead to the same purpose of the book review. In other words, a review book or "book review" is to provide a brief description of content and assessment of strengths and weaknesses of each book to the public.
Activities involved in commenting on the book are:
Revealing the back of each book
Discuss the contents of the book
Critically analyze books
Provide an assessment of the information contained in the book
Commenting on the implications and use information.

OBJECTIVES
The objective of the implementation of training methods in place of reading books in school based INSET courses in school are to:
Cultivate a reading culture among teachers
Sharing knowledge and knowledge to be applied in Teaching and Learning (P & P)
Enhance professionalism
Expose teachers to the latest innovations in education
Enhance the professionalism of knowledge and skills continuously
Create and strengthen the values ​​and practices of professionalism among educators,
Enhance the teaching profession

COMPONENTS OF THE RECITATION
Books read must be focused on three areas, namely:
A. Practical knowledge (60%)
Education and Knowledge of Subjects
Content and Pedagogical Methods
Curriculum Management
Creativity and Innovation in Pedagogy
Two. Practical skills (20%)
Coaching
The writing is
Scientific Study and Research
Leadership
Financial Management
Strategic Management
Three. Practice Teaching Professionalism and Value (20%)
Value and Ethics
Effective Communication
Soft Skills
Teachers are required to read books from Profesionlisme Knowledge Areas, Areas of Expertise Professionalism and Field Values ​​and Practice Teaching Professionalism as appropriate as projected above. Every scholarly book must contain at least 50 pages.

Drawings of children 9-12 years

Children at this level usually draw by maintaining certain concepts and schema changes at this stage is the image drawn in a realistic and careful with details. Images of paintings began to shrink in size and the child begins to show the critical nature of the work themselves, they begin to compare the work with the work of peers and makes them cautious and a little competitive and insisted on the quality of the works. Children are born with a nature of a dynamic and growing according to the nature of their natural growth process. Visual artworks produced
serves as a communication tool and is a reflection of children's thinking. This reflection by Koster (2001), will continue to grow with the children until they grow. Production of art works, especially by children has a different interpretation to the work produced by adults. For adults, the visual art is often associated with beauty and perfection, but for the children resulting from the works are expressions and expressive (Lowenfeld, 1975). Many researchers consider children's art work of art as a means of interesting to see how thinking and exploring feelings and to see and test the capabilities of their cognitive development. Children's art in nature
personal and distinctive. Drip-less than basic knowledge of these factors drawings produced by children important for visual arts education teachers before the children were exposed to various activities. Knowledge that covers all ages, levels of children and their capacity should be understood that teachers of visual arts education can plan activities that fit in accordance with the appropriate level.
 TEACHING INTERESTS SUBJECT TO VISUAL ARTS EDUCATION OF CHILDREN
In your opinion, is an artistic ability is a gift that was present since birth, or it can be formed and developed in the process of mental growth of an individual? Involvement of children in visual arts activities can provide the stimulus and development from various aspects. Development of children's level of creativity as well as create a sense of enhanced sensitivity of children to sekelilingnya.Secara simply teaching the importance of visual arts education to children can be seen in the following aspects:

(A) Cognitive
Visual art with a structured and planned to produce children who have the ability to solve the problem and be able to make judgments and wise decisions.
(B) Physical Aspects
Use of tools and materials in teaching and learning of art education
visual provide an effective form of exercise to the muscles of the hands (psychomotor) and hand and eye coordination.

(C) Aspects of Creativity
Training and projects that are open to help students to develop their creativity. Activities and projects in education prioritize the visual arts, compared with the end products. By the Thus, this process nurture a culture of critical thinking in solving of the problem. In addition, visual arts education activities to promote
exploration and experimentation so that the child has wide experience
in the production of works.

(D) Aspects of Perception

Through the visual arts subjects, students can enhance and sharpen use of the senses and the senses. Enhance visual arts education manufacturing concepts and knowledge about the chronology of a product that is production processes and products of art, products and objects found around the them.

(E) Social and Emotional Aspects

Visual arts education provides opportunities for students to interact and social capabilities and increase confidence. Activities visual arts education gives students the opportunity to mutual respect and be tolerant platform to foster feelings. Eye
arts education is also organized in the spirit of cooperation formed a group activity.

CHILDREN AND ART GALLERY

Have you ever watched a child scribbling walls, books or even paper? Why do children love to doodle? Are they want to communicate? Many studies carried out to identify the children. Drawing and described as a form of activity that is widely used by scientists, educators and parents to comprehend the feelings and thoughts of children. Drawing activities is an activity that helps children recognize objects other help enhance their sensitivity to the environment. The process of drawing
directed towards the observation of the objects of the senses to train children to become more sensitive and increase their perception. In addition, drawing activities also enhance other imaginative children can their emotional balance. It is used as a learning process to children through imitation activities and reduce to the environment the production of abstract symbols eventually making it a form of work that unique.

(A) Drawing as a Medium of Communication

Painting is a form of early childhood communication before they can to speak. It is used as an effective communication tool to interact. In addition, the drawing can also be used as tools to help scientists to analyze the mind and feelings of children. Producing images such as trees, human figures, painting and sculpture can give interpretations that help the psychologist to identify children who have trauma.

(B) Drawing as a way Achieve Personal Satisfaction

Generally children learn through play. For them, play activities provide satisfaction as well as providing opportunities for them to explore the environment. Drawing is an activity that could provide satisfaction to the children. Through drawing, children can express feelings and emotions as well to build muscle strength. These activities are also intuition can help sharpen its children.

(C) Drawing for Enhancing Self Mastery (Self Esteem)

Drawing and to give satisfaction to the child in the expression what is seen and then transferred back into shape and appearance of a unique image according to their level of understanding. Capable of producing the effect of painting form the personality of children. Self-concept develops as the child able to draw straight and not worry about thinking of beauty work
them. In addition, the drawing and also encourage children to talk
their work in helping them to build confidence
to speak. Through drawing, children can improve
sensory sensitivity.

 CHILD DEVELOPMENT artistic

While studying in primary school before, have you ever share drawings you create with your classmates? artistic development of children is greatly influenced by the environment and the environment they grew up. In this context, the environment plays an important role for a healthy environment helps cognitive development of children in a positive manner. The study of children's artistic development are mainly carried out to see the growth of young minds since the 19th century again. According to Light and Barnes (2003), the earliest research on the artistic development of children ever recorded was in 1887. Corrado Ricci that the Italian has produced writings in the book titled The Art of Little Children who study a number of paintings of children. In 1910, a study on child development, continued by Clara and William Stern in Germany who published a study of paintings by a young man of the children aged 4 to 7 years. In 1913 in France, Georges-Henri Luquet has issued 1.500 pieces of catalogs of paintings produced by his daughter, painted at the age of 3 to 8 years. All the research and produced publications on the early artistic development of children is still the main menjadirujukan to the study of children's artistic development at present. Artistic Development Theory by Hurwitz and Day Hurwitz and Day (2001) has formulated the development of the child artist into three main parts. These levels are known as the manipulative, symbol-making levels and pre-teens. "Stages of artistic development are useful norms that can enlighten the teacher, but hire Should not be considered as goals for education." Hurwitz and Day (2001) (A) Level of Living or the Age of Early Childhood (2-4 Years)At this stage, children have no control on the movement of the hand because of their young age, usually between the ages of two to five years. Paintings also often uncontrolled and are abundant in the walls, on tables and paper drawings using various materials and mediums such as crayons, pencils and other materials. Production work at this age is not realistic, and many use line drawings to reflect an image. At this age, children prefer to try and bereksperimentasi with various types of lines can be generated through various media.
In general there are four levels of graffiti in the graffiti manipulative uncontrolled line, scratch, line control, control the appearance of graffiti and graffiti forms. Uncontrolled graffiti lines occur because the child has no control and the line is usually quite repetitive. In the control lines are lines of graffiti produced more mature display control compared with the first stage. Meanwhile, the graffiti shows the ability to control the appearance of children who began drawing shapes and repeated according to their needs. Last but not least is the appearance of graffiti, which at this stage the children were able to identify the appearance of and the resulting appearance. At this stage paintings is more to the satisfaction and pleasure as they are given the opportunity to paint and use tools such as pen and pencil drawing. Among the important thing to note is the way a child holds tools for drawing. At this age held candy is the capacity of the manner and style that is preferred by them. Are scribbling capacity bergantungkepada ability and consistency of muscle coordination between eyes and hands. Focus images produced at this stage is that a variety of line drawings.

(B) Stage Make Music (6-9 Years)

From the graffiti painting, children began to move into the produce symbols. Symbol production stage begins at age four to children aged eight years. At this stage, children are highly influenced with his surroundings. Environment plays a big influence and drawings which are commonly produced as houses, cars, flowers, toys and so on. Imaging in the drawing figures is the dominant image. Symbols and images drawn by children is usually preceded by their own image, followed by family parents followed soon as friends. At this stage, the symbol produced by children are to be identified because the child had control in terms of balanced and orderly movement of the hand. In the early stages of image production symbolism, the images produced by the paintings of various sizes. Generally, a person who is important in the lives of these children reflected greater in size than the image of other figures. For example, the father portrayed larger than the image of other family members symbolizes power and strength that are owned by the father as head of the family. In some cases, the image of the child also has a larger size than the image of other figures. At the beginning of the first stage of this symbolism, the use of color for the image is not the main focus and not significant. At the second level, the use of color on the image began to be seen. For example, the image associated with the blue sky, yellow for the sun and the color green to represent grass or plants. In the third stage of symbolism, paintings focused on the concrete image of the image seen from the images that they know.

(C) Pre-Teens (10-13 Years)

Pre-teens said the transition from childhood into adolescence. There are attempts to draw the figure with the correct size. Figure painting began drawn with its emphasis on the actual size of the object. For example, the human figure first drawn by looking at comparable rates in the object without making increase. Drawing on this level is more rational as well as from position and size the correct figure, they also began to emphasize color right other than entering the shadow of the object so that the images produced seems realistic look. At this stage, they began using the
perspective, to differentiate between the image size in which they try to understand the concept of space the object of much smaller size compared to the closer object.

Theory of Artistic Development of Children by Lowenfeld and Britain

Lowenfeld and Britain (1982) has introduced a theory of children's artistic development covering children from 2-14 years of age. Stages of artistic development
introduced by Lowenfeld and Britain consists of five main stages scribbling stage, the preschematic, SCHEMATIC level, the dawning realism, and the Adolescent pseudonaturalistic the art.

(A) Scribbling Stage (2-4 Years)

At this stage the child produces random graffiti and not
controlled. Scribbling process causes body movements and develop
hand motor muscle coordination. When the children were able to master
hand and body movements they began to paint from the graffiti
to drawing a straight line and transverse to draw a circle.

(B) Stage Preschematic (4-7 Years)

This stage saw an increase of graffiti circles to first attempt to draw objects in their surroundings using the line. For example, parents and people close to they have a character drawn by hand and foot, and drawn as if floating and the size of the different images.

Artistic DEVELOPMENT AND DAY BY Hurwit
Living Stage (2-5 years)
Stage Make Music (6-9 years)
Pre-Teens (10-13 years)

(C) Schematic Stage (7-9 Years)
At this stage the child is less likely to draw the image of the object
than at earlier stages. Drawings are being produced according to scheme or
particular concept. A strong emphasis on how to organize the objects in
images other than the image that there are people and objects around him. As
example, children begin to make attempts to divide the space in drawing paper into two parts, air and ground plane. To view the object plane is arranged in the horizontal and the same while the object is left empty air. In addition, paintings
is spontaneous, free and large scale. Not sensitive to their own work and are not concerned with art produced by their peers and like to share.

(D) The Dawning Realism Stage or The Gang Age (9-12 Years)

At this stage, children continue to draw to retain the concept and particular schema. Changes at this stage is the painted image realistically and carefully. Images of paintings began to shrink in size and children beginnings of his own critical work. They began to compare the work with the work of peers and makes them
carefully and a little individualistic and concerned with the quality of work that
produced.

(E) Level Pseudonaturalistic or reasoning (12-14 Years)
At this stage, your child begins to be sensitive to the concept realistic in produce drawings. They emphasize the concept of rational position and size image. They prefer to draw through the concept of imitation or through objects in front of the eye compared to drawing with imagination. Drawings produced rarely shared with peers and feelings of shame and low self-esteem will arise if the paintings were not attractive.

(F) If Level Decision or Adolescent Period Art in High School (14-17 Years)

This stage is the emphasis on the production process works and the creation of art objects. This shows the maturity level in decision-making and selection of appropriate materials to produce works of art.
 
Theory of Artistic Development of Children by Georges-Henri Luquet

The theory of children's artistic development, which was introduced by Luquet (1926) beginsfrom the scratch. According to Luquet, development and children's drawing activitieschildren at this stage is more of a replication activity and interpreted in accordance withtheir graffiti style. But in short, there are three stages in the developmentartistic children who are introduced and termed by Luquet, that is at
Fortuitous imaging findings realism Realism or by accident, the second stageis Failed Realism, and the third is intellectual Realism and theend is Visual Realism.

(A) Level Fortuitous Realism

This stage is the early stages of children's drawings in which images of cuba
produced at the graffiti has been shaping the image and the object of almost
similar to real objects. What is interesting is the similarity of images which
produced was accidental.

(B) Failed Stage Realism Images obtained by chance, improved and refined for
get the actual image. Produced almost the same painting over and over again.
But efforts can not continue because the object image often changed from the original image acquired by accident earlier.

(C) intellectual level Realism
At this stage the child begins to draw on what they know and what they see. Production of children's work is in the form of paintings simpler but fairly well drawn.

(D) Level Visual Realism
The final stage saw the child's ability to paint images has the perspective and compare rates. Attempts to draw three-dimensional image on paper drawings can be seen at this stage and attempt to draw an image in three dimensions is considered a good success and achievement.

 CHILDREN'S BASIC DESIRE

When arriving at a certain age, the child will be more tend to draw on what they see from use their own imagination. Why is this happening? Every human in the world have the will, especially children. As a teacher, understand their desire to give space for us to arrange sessions learning and the approaches used in the most efficient manner.

(A) For Mobile, Successful and Recognized, Acceptable and Adorable Praise and adulation is part of the means of enhancing motivation of children. In the visual arts education activities, the production work children need to get proper credit from the teachers. Painting produced by children to be displayed on notice boards
students in the school as part of efforts to increase self-confidence students as well as a form of tribute to them in their efforts create work.

(B) To Compete, Physical Agility and Understanding

Drawing activities form the foundation for building a healthy competition
among children. Competitions such as drawing and coloring often aims to create positive competition among young children while giving them the opportunity to interact with peers. The organization of these activities provide opportunities for them to learn and new things with each other.

(C) To explore, creative achievement and Express Feelings

Drawing activities to enhance and open space towards the construction of power
creativity of children. In addition, through drawing and child is given opportunities to explore and bereksperimentasi with painting materials such as pencils, pens, pencils, colors, and so forth. The child is like to try. Feelings of wanting to do this is part of the learning process for children.

DEFINITION OF ART
What are your personal opinions about art and the scope of art? How knowledge can improve the definition of art your understanding of art? Art in the English language is known as art drawn from the Latin term ARS means the organization or to arrange. In this context, the interpretation of art is very universal, which refers to any form of structured objects in a specific order. Very broad interpretation of art is to draw the art for practitioners directing the scope of art on a more focused lens to provide an overview more specific. Art is the essence of an expression of creativity. However, the the subjective nature of art and abstract definition makes it difficult to give specific the art and concept art itself. Although it is difficult to give specific definition and the difficulty to assess the level of individual art, each artist determines own parameters of their artworks. In general, the art can be viewed as a process and a manifestation of the expression self assessment that determines the appropriate elements featured in the results art, in communicating ideas, emotions, feelings, beliefs in the form deemed the most effective. There is also the view of art as a result the application which have an element of creativity or appreciation in value, based on aesthetic value and impact
emotions. The term of art has a connotation that is very close to the capabilities and control a medium for the communication of specific purposes. Determine the meaning that we want to, medium and effective way to convey meaning is; need a good foundation in the critical evaluation.

DEVELOPMENT FEATURES

Awareness of the artistic process of cognitive development and child begins to a place among researchers, scholars, educators and psychologists in the early , 1900. As a result of studies carried out revealed that the process child development is in accordance with a certain degree. Each stage is represented by the dominant characteristics displayed over and over in the children's artwork. These levels are also associated with child's age and maturity in artistic expression always clear on
maturity of their age.

DEVELOPMENT Aesthetic

We often associate the element with the creativity and artistic aesthetics. What exactly is the aesthetic and how it differs the concept of creativity in the arts?
Aesthetic development of children is often interpreted through body language and
movement of their bodies. Children's abilities in the expression of aesthetic values
they are a form of cognitive skills that are not only important in development of the child's art, but also very important in the development thinking and their intellectuality. Aesthetic expression of very different children with normal body movements. In in daily life, we communicate in verbal and non verbal.
Non-verbal communication involves the movement of the hand, pussy face, eyes
and the movement of other parts of the body. Aesthetic movement is leading to
virtual signal. Virtual signal is a window to the internal emotional child
and also the life and thinking. Although the aesthetic development of children in total is not well sure, researchers have discovered a number of movements that become a reflection of aesthetic development of children. Aesthetic movement early childhood have directly related to their emotions as sensory reception signals
usually have direct contact with parts of the brain that stimulates
emotions. Children at the age of 2 to 4 years often produce specific signals
more mixed emotions than rational or intellectuality. Common signals such as
prostrate or ordinary movement done during worship emotional implications. When they reach the age of the third and fourth years, children become more sensitive to the dynamic movements involving balance, direction, consistency, power and intimacy. At this age, they can balance themselves well in on a small chair and maintain a consistent time to try a dance easy. They are also able to distinguish the left and the children, above and below. At the age of 6 years, children know that their movements have also psychological elements. For example, to express feelings of sadness with the face down or even produce expression was thinking by putting your hands under his chin. All This movement is their aesthetic expression and as an adult, observation of their movements will help us determine what playing in their mind and soul.

Artistic Developments

Development of various models are presented which help clarify
artistic development of children. Among the top models have been formulated
by Lowenfeld (1975), Chapman (1972). These models are generally different
but has a growth pattern more or less the same. Between equations
Evidently the transition stage of development from scribbling to representation.
Among other similarities are:

(A) socio-economic factors have a very limited influence in the early growth of children. Boys and girls available drawing the same way in the early stages of growth.

(B) drawing the child can provide more information about the development
them from the painting because it is using crayons, pencils and pens. Tools
more easily controlled by the children of the brush and colors.

(C) There is significant overlap between these stages.

Drawing the child may have elements of two stages simultaneously and not
necessarily elements of the development s

BERSYUKUR DENGAN MASA SILAMMU

Kadang-kadang kita hidup dengan gagah dan perkasa kerana masa silam. tapi ada juga yang jatuh tersungkur sebab masa silam. Sebenarnya, apa saja yang berlaku di masa lampau kita tak perlu jadikan sandaran yang teguh untuk menghadapi masa depan. maksudnya, kita masih boleh bersandar pada masa silam. cuma, jangan hanya semata-mata kerana masa silam, kita menjauhkan diri daripada naluri asal manusia sehingga terkeluar dari landasan syariat Allah s.w.t. Jadikan masa silam suatu pengajaran baik. Andainya kita membesar dalam suasana atau persekitaran yang tak baik, maka janganlah mewarisi suasana itu. Tapi sepatutnya, kita menjadi lebih tabah menghadapi dunia kerana Allah dan menguji kita dengan lahir dalam keluarga seperti itu.


Apabila kita lihat ke hadapan dan ke atas, kita akan nampak orang-orang yang hebat,jauh lebih baik daripada kita, jauh lebih cemerlang daripada kita. Sehingga timbul rasa mahu bersaing, pastinya secara sihat. Insya Allah. Kita akan berusaha untuk perbaiki diri, untuk menjadi insan yang lebih baik, dan berguna untuk agama khasnya.

Namun, terlalu lama memandang ke hadapan dan atas akan buat kita sakit kepala . Akan buat kita lalai dan lupa. Sehingga lupa tempat pergantungan yang sepatutnya, iaitu kepada Allah.

Sekali sekala, tolehlah ke belakang dan tunduklah ke bawah untuk terbitkan rasa SYUKUR dan KEHAMBAAN. Apabila kita toleh ke belakang, kita akan nampak masa silam kita, masa untuk muhasabah siapa diri kita, daripada masa asal kita. Maka, moga-moga timbullah rasa KEHAMBAAN. Apabila kita pandang ke bawah, kita akan nampak insan-insan yang susah hidupnya, insan-insan yang tabah hadapi liku hidup yang punya banyak rintangan. Maka timbullah rasa SYUKUR.ya, bersyukurlah, kita sebenarnya tidak susah,
cuma kita diuji sedikit untuk tahu rasa cukup.
Semua orang ada masa silam. Sama juga seperti saya . Seperti anda dan seperti mereka. Masa silam kita berbeda. Ada yang selesa, ada yang derita,dan ada yang sakit. Ramai orang rasa susah nak maju sebab masa silamnya. Ramai juga orang yang terjerat kerana masa silam. Namun ,kita sudah tidak berada di masa silam. Sekarang kita sudah berada di masa hadapan. Ketahuilah, berapa ramai orang yang berjaya hari ini kerana masa silamnya yang suram. Janganlah jadikan masa silam yang tidak kenal akan kitab Allah, Masa silam yang jahil tentang syariat Allah, masa silam yang bergelumang dengan maksiat dan kemungkaran kepada Allah sebagai penghalang untuk kita terus menbentuk diri agar dikasihi Allah.
Sepatutnya, orang mukmin, masa silam itu dijadikan gurunya. Sebagai petunjuk untuk masa depannya. Sebagai sempadan atas segala salah silapnya. Sepatutnya, orang mukmin, masa silam itu jadi seperti kamus untuknya. Itulah orang mukmin!!! Tidak melihat masa silap itu satu sejarah hitam yang perlu di bawa bawa sepanjang kehidupan. Masa silam itu perlu dijadikan batu loncatan untuk kita mengubah diri. Boleh jadi apa yang kita lakukan waktu dulu tidak baik untuk kita. Maka, jangan takut untuk berubah. Percaya atau tidak bahawa setiap yang silam itu berlaku tidak pernah sedetikpun berlalu untuk sia-sia? Semua orang ada kisah silam yang tersendiri, tetapi walau terang atau kelam masa silam, percayalah semua orang masih ada masa depan. Semua orang pernah buat silap. Adakah keji bagi mereka yang buat silap? Tapi jika hari ini kita atau orang lain buat silap, jangan terlalu cepat menghukum. "Dia memang macam tu, dari dahulu memang perangai dia macam tu”. Itulah kata-kata yang kerap kali kita hamburkan tanpa kita sedari natijahnya kembali pada diri kita sendiri ." Tak! Dia mungkin tak sengaja. Berubah; tak sesenang kita nak bercakap. Jadi hargai bila orang nak berubah ke arah kebaikan. Sekurang-kurangnya dia berusaha, dia ada usaha untuk mencuba dan berubah ke arah kebaikan itu sesuatu yang disukai oleh Allah s.w.t

Lagi menyedihkan bila sekecil-kecil kesalahan dia hari ini diperbesar-besar dengan kesalahan dia di masa silam. Sayang, dia juga manusia biasa. Semuanya itu dugaan Allah, tapi kita tak tahu lagi dugaan Tuhan untuk kita pada esok hari. Setiap orang berhak untuk dapat peluang.

Namun, segeralah mengambil pelajaran daripada masa silam… lupakan dan pandanglah masa depan. Jika punya kesempatan carilah ruang untuk memohon maaf, memohon doa dan melakukan amalan-amalan baik sebagai penebus kesalahan silam. Jika tidak, bertekadlah untuk tidak mengulanginya. Jangan jadikan ia trauma yang menghalang pencapaian kita hari ini dan esok. Menyesal itu baik, tetapi ia bukan belenggu yang menghalang kita untuk mencipta kebaikan dan kecemerlangan baru.

Alhamdulillah syukur… Apapun yang akan berlaku, asalkan kita dekat dengan Allah, lurus, tulus dan telus dalam hati, kesilapan kita akan diperbaiki. Bukankah kesilapan ini bukti yang kita masih manusia? Lalu kita akan selalu dan sentiasa memperperbaharui taubat. Kenapa merungut dengan yang … pahit, kita belajar bersabar, manis… kita melatih diri bersyukur.

Hari ini dan hari-hari seterusnya pasti ada air mata dan ketawa, ada mudah dan payah, ada patah dan tumbuh, modal kita cuma satu, hadapilah segalanya sebagai hamba Allah. Mengaku lemah, untuk diperkukuhkan-Nya, mengaku jahil untuk diberikan ilmu, mengaku miskin untuk diperkayakan-Nya. Kita beruasaha melurus segala tadbir, agar mampu menerima setulus segala takdir. Sentiasa mengharapkan yang terbaik, tetapi terus bersedia untuk hadapi yang terburuk. Berdoa dan memohon agar dijauhkan dari ujian yang tidak mampu kita hadapi.
Ingatlah wahai sahabat-sahabatku, kekalkan taubat. Istighfar dan selawat jadikan basahan bibir. Bila terlintas dan terjebak dengan dosa, bertaubat dan terus ‘hukum’ diri dengan melaksanakan satu kebaikan walaupun yang kita tidak suka. Ingat, orang yang sentiasa berlatih untuk berjaya ialah dia yang melaksanakan perkara yang tidak disukainya. Mungkin minta maaf kepada orang yang kita tidak sukai, mungkin membuat aktiviti yang selama ini kita tangguhkan atau membuat panggilan kepada orang yang kita berhutang (sudah lebih masa tetapi belum berbayar). Carilah. Carilah...perkara itu. Mungkin yang bersangkut dengan masa, harta, manusia atau dengan Allah… mari kita melangkah. Tinggalkan segala resah. Hilangkan segala gelisah.

Hidup untuk memberi, bukan untuk membenci… siap sedia dengan senyuman, kebaikan, sedekah, kata-kata yang baik atau sekadar mendoakan.Memberi itu lebih membahagiakan daripada menerima. Kerapkanlah tangan menghulur . Jadilah tangan yang di atas, tangan yang selalu dan banyak memberi!



“Apakah tingkah-laku kita sebagi orang Islam sesuai dengan ajaran Islam? Mengapa orang bukan Islam lebih jujur dan amanah daripada orang Islam?” Betulkah begitu?. Setakat manakah dakwah kita kepada orang bukan Islam, Sebanyak manakah usaha kita untuk mendekati orang yang bukan Islam agar memahami Islam. Bukan untuk memaksa mereka menganut Islam tetapi untuk mereka memahami Islam. Mudah-mudahan mereka berfikir ..... persepsi salah yang tidak patut seorang muslim lakukan kepada non-muslim...dakwah kita bukan sahaja kepada sesama muslim..tetapi juga pada orang bukan muslim..
Alhamdulillah, ..Ana kini bergelar Islam ........terharu,gembira dan tak terkata perasaan ketika itu..syukur ya Allah,,engkau memberikan aku hidayah......semoga ana menjadi orang yang beriman dan beramal soleh dan tabah dalam menghadapi rintangan sebagai saudara baru...
Terfikir ketika itu, kita yang dilahirkan sebagai muslim,kadang-kadang tidak komited..tidak bersyukur kerana dilahirkan sebagai muslim..malah ada yang tidak melakukan suruhan Allah..tetapi melakukan laranganNya..tetapi mereka yang bukan muslim, mencari dan akhirnya hidayah diberikan kepada mereka...kita sebagai muslim sepatutnya berdakwah kepada mereka yang bukan islam,supaya mereka berpeluang mengenal islam dan insyaAllah, dengan izin Allah mereka mungkin akan masuk Islam...Islam itu indah, jika mereka hayati dan melihat dengan mata hati, insyaAllah akan diberi hidayah...tetapi kita sebagai muslim perlulah membimbing mereka....bukannya menunjukkan contoh yang tidak baik pada mereka..jika kita muslim,tetapi berperangai seperti mereka yang bukan Islam, macammana mereka nak tengok keindahan Islam itu..macammana mereka nak tengok baiknya peribadi seorang muslim...

Renung-renungkanlah..fikir-fikirkanlah....syukurilah nikmat terbesar yang ada pada kita..iaitu nikmat islam..walaupun kita mengaku kita muslim,tetapi tidak semestinya hidayah Allah itu milik kita..jika kita hanya mengaku dimulut..tetapi hati dan perbuatan seperti tidak mengakuinya..astaghfirullah...

Ingat pesan Tok Guru!!!! yang mengislamkan saudara baru itu...relakan dia masuk islam??tiada paksaan?kerana bila sudah masuk islam, perlu melakukan segala suruhan dan meninggalkan segala laranganNya....terutamanya tinggalkan amalan agama mereka terdahulu sepenuhnya...analoginya, pabila kita masuk satu sekolah untuk belajar disitu, kenalah kita patuhi segala peraturannya..kalau dulu kita suka keluar malam, tapi sebabkan masuk sekolah tu, kita dahtak boleh keluar malam..kita kena patuh peraturan sekolah..kalau tidak , kita bakal diambil tindakan...kalau dulu liat nak bangun pagi,tapi masuk sekolah tu,awal pagi dah kena bangun..nak tak nak kenalah ikut kan??begitu juga islam,bila sudah akui yg kita muslim, syariah perlu diikuti dan dipatuhi....tapi, syariah Allah bukan untuk membebankan tapi utk menyenangkan kita sebenarnya...Allah adalah Maha berkuasa dan maha mengetahui..sudah tentu syariat Islam itu adalah untuk membantu kita ketika di dunia supaya di akhirat kelak kita tidak akan menderita..

Ingatlah..... dan jadikanlah pedoman kerana sudah ramai cerdik pandai dan alim ulamak yang merupakan orang yang asalnya bukan islam tetapi alhamdulillah diberi hidayah dan telah menjadi seorang muslim yang sebenar..malah ilmunya melebihi orang yang sudah lama islam...tindak tanduknya,subhanallah....tidak terasa malukah kita??orang yang lahir islam,diberi pengetahuan mengenai islam sejak dari kecil,tetapi jarang menghargai...dan sekarang,ilmu kita cetek berbanding dengan mereka...tidak malukah kita, jika mereka bertanya mengenai sesuatu hukum tetapi kita tak dapat nak beri jawapan??????????? Mereka dapat memberi penerangan mengenai rukun iman dan islam,ringkas tapi padat..amat menarik perhatian..senang difahami malah menyentak minda kita kerana selama ini tidak pernah terfikir untuk menerangkan rukun iman dan islam sebegitu rupa..supaya tidak kira orang islam atau bukan islam lebih memahami rukun iman dan islam itu....subhanallah,alhamdulillah,Allahuakbar...Alhamdulillah kerana diberi peluang untuk memahami sesuatu yang baru pada hari ini... “Ya Allah jadikanlah Hamba Mu ini menjadi mukmin yang sejati, jauhkan hambamu ini dari kejahilan, jadikanlah hambamu ini sentiasa bersyukur, sentiasa menambahkan ibadat kepadamu dan sentiasa mengingatimu dan matikanlah ya Allah hambamu ini dalam Islam yang sebenar”.

ELEPHANT ART REVIEW FOR UITM PJJ DEGREE STUDENT

INTERPRETATION CHILDREN DRAWING FOR UITM PJJ DEGREE STUDENT

COLLAGE REVIEW FOR UITM PJJ DEGRE STUDENT

Wahai orang-orang yang beriman dirikanlah solat walau di mana saja kamu berada kerana solat itu adalah wajib dan pendinding kamu dari api neraka. Alangkah bertuahnya hamba Allah yang mendirikan Surau di tengah-tengah perjalanan di atas gunung ini. Pahala akan diperolehinnya setiap kali ada jemaah yang menunaikan solat di sini. Surau ini terletak di tengah-tengah perjalan di antara Kota Kinabalu dengan Tambunan. Tempatnya yang betul-betul berada di puncak Gunung Emas ini amat mengagumkan. Walaupun bentuk fizikalnya yang biasa sahaja tetapi suasana dan tempatnya yang begitu indah dan nyaman dengan udara yang segar begitu menyentuh hati apabila kita menunaikan solat di sini. Apabila saya singgah menunaikan solat di surau ini saya terus menitiskan air mata terharu kerana ada juga hamba Allah yang begitu prihatin dengan hukum Allah s.w.t. Selama 16 Tahun ana melalui laluan ini, barulah kali ini ana dapat menunaikan solat di tengah perjalanan dengan begitu tenang dan selesa. Syukurlah kerana ada juga hamba Allah yang begitu prihatin dengan keperluan orang mukmin di tengah-tengah gunung ini. Semoga syariat Allah akan terus bersinar di pergunungan ini. Semoga syariat Allah akan terus bertapak kukuh di atas pergunungan ini dan seterusnya seluruh negeri ini. InsyaAllah.Amin...

Twilight Sub Indonesia Part 2

Pattaya Thailand Crocodile Farm 2011 .This man sticks his arm in a Croco...

belut raksasa

Tutup Aurat Tanggungjawab Bersama Memenuhi Tuntutan Syariat Allah.

Muslimin dan muslimat.Marilah kita sama-sama menutup aurat, mudah-mudahan kita selamat dunia dan akhirat. Kita dikurniakan pelbagai nikmat di atas muka bumi ini oleh Allah s.w.t termasuklah pakaian yang menutup aurat. Kita diberikan pelbagai jenis pakaian dan fesyen yang terkini, maka pilihlah! asalkan ianya tidak mendedahkan aurat dan tidak menjolok mata. Terlalu banyak pilihan pakaian yang dibenarkan oleh syarak. Kenapa pilih yang haram!!!! Alangkah beruntungnya kita sebagai umat Nabi Muhammad S.A.W kerana diberikan peluang dan ruang untuk kembali ke jalan yang diredhai Allah s.w.t. Cubalah bayangkan sekiranya kita berada di zaman Nabi-nabi yang lain seperti nabi Lut dan Nabi-Nabi yang sebelumnya yang terus diturunkan dengan balasan atau bala bencana apabila mereka melakukan dosa atau kesalahan. Maka fikir dan renunglah. Mahukah kita menjadi seperti Umat Nabi Nuh!!! yang ditenggelamkan oleh banjir besar kerana melakukan maksiat dan kemungkaran kepada Allah s.w.t????? Apakah kita mahu menunggu sehingga diturunkan bala bencana seperti umat Nabi Lut yang diturunkan bencana dengan dasyatnya kerana kemungkaran kepada Allah s.w.t...Pilihlah jalan yang lurus kebalilah kepada Syariat Allah. Jauhilah kemungkaran. Banyak pilihan di atas muka bumi ini. Makanan dan minuman yang halal kenapa pilih yang haram? Pakaian yang menutup aurat kenapa pilih yang mendedahkan aurat? Berkhawinlah kenapa melakukan Zina.Islam itu mudah kenapa disusahkan? Oleh itu, marilah kita kembali kepada Islam!!!!!!!!!!!!!!!!!!Amin.

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Balik Kampung. Jarak, masa dan suasana tidak boleh dijadikan alasan untuk mengunjungi wilayah dan kampung halaman kita. Walaupun dipisahkan dengan laut China Selatan dan gunung-ganang namun hubungan silaturahim tidak boleh diabaikan.Apalagi seorang yang bergelar Islam. Tuntutan silaturahim merupakan kewajipan yang mesti ditunaikan untuk memenuhi syariat Allah swt. Percutian yang yang menyeronokkan disusuli dengan niat untuk mengembangkan agama Allah menjadikan kehidupan kita di atas muka bumi ini lebih bermakna. Mencari kemewahan dan keseronokan di atas muka bumi tidak menjadi kesalahan asalkan segala urusan di atas dunia ini tidak mengganggu urusan akhirat.

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Allah memberi kamu nikmat yang banyak dengan memberikan kamu pasangan suami isteri agar kamu bersuka-suka dan berkasih sayang mudah-mudahan kamu beroleh keturunan yang baik.