Query: الأنشطة  اللاصفية pdf

title: dwr l'nshT@ llSfy@ fy tnmWy@ qym Tlb@ qsm llG@ l`rby@ fy kly@ ltrby@ lssy@/jm` dyl~ mn wjh@ nZrhm
abstract: yhdf lbHth lt`rf `l~ dwr l'nshT@ llSfy@ fy tnmy@ qym Tlb@ qsm llG@ l`rby@ fy kly@ ltrby@ lssy@/jm` dyl~ mn wjh@ nZrhm. tb` lbHthn lmnhj lwSfy ltHlyly(stbyn) Hyth qm ) w`dd fqrth(42) fqr@ mwz` `l~(3) mjlt why (lqym lkhlqy@ lqym ljtm`y@ lqym lwTny@ `tmd lbHthn `l~ lmqys lthlthy lljb@ `l~ fqrt lstbyn whw(kthyr, 'Hyn, ndr) wHdd tjh kl tqdyr btqsym lmd~ `l~ lfy't(2/3) wdhlk ltHdyd drj@ lmwfq@ wlt'thyr mn wjh@ nZr lTlb@ shmlt `yn@ lbHth kl mjtm` lbHth mn Tlb@ (lmrHl@ lrb` fy qsm llG@ l`rby@ fy kly@ ltrby@ lssy@/jm` dyl~ ll`m ldrsy (2018/2019) wlblG `ddhm(79) Tlb wTlb@ bwq`(50) Tlb@ w(29) Tlb.  lbHthn lwsy'l lHSy'y@ laty@ (lwsT lHsby (T.test) lnHrf lm`yry (Standard Deviation) 'lf krwnbkh (Alpha Kronbachs) wb`d tHlyl lnty'j wm`ljth HSy'y twSl lbHth nty'j `d@ mnh, tshm l'nshT@ llSfy@ fy tnmy@ lqym lkhlqy@ wljtm`y@ wlwTny@ whdh m tw'kdh jbt lTlb@ why jbt yjby@ w'wS~ lbHthn `d@ twSyt mnh, Drwr@ dkhl l'nshT@ llSfy@ kmqrrt drsy@ fy lklyt ltrbwy@ w'qsmh, wkhS@ fy mwd Try'q ltdrys lkhS@

title: dwr l'nshT@ llSfy@ fy tnmy@ lmhrt lqydy@ lTlbt lmrHl@ lbtdy'y@ bmnTq@ lryD

title: tf`yl dwr lmshrkh@ lmjtm`y@ f~ dr@ l'nshT@ llSfy@ bmdrs lt`lym l'ss~ f~ mHfZ@ lfywm

title: f`ly@ brnmj l'nshT@ llSfy@ fy tHsyn ltf`l ljtm`y ld~ l'Tfl dhwy DTrb Tyf ltwHd Effectiveness of Extra curricular Activities Program to Improve the Social Interaction in Children with Autism Spectrum Disorder

title: f`ly@ brnmj rshdy qy'm `ly l'nshT@ llSfy@ fy khfD l`nf ld~ Tlb lmrHl@ lmtwsT@ bdwl@ lkhwyt

title: tSwWr muqtrH ltTwyr l'nshT@ llSfy@ lmdrsy@ fy Dw rw'y@ lmmlk@ 2030m (drs@ Hl@ bmdrs@ lmtwsT@25)

title: tSwr mqtrH ltTwyr 'd lqydt ljm`y@ fy Dw nZm ljm`t ls`wdy@ ljdyd

title: 'thr stkhdm l'nshT@ llSfy@ fy tnmy@ b`D lmhrt llGwy@ ld~ 'Tfl lrwD@
abstract: hdf lbHth lHly l~ ltHqq mn f`ly@ lbrnmj lqy'm `l~ l'nshT@ llSfy@ fy tnmy@ b`D lmhrt llGwy@ ld~ 'Tfl lrwD@ wtm stkhdm lmnhj ltjryby lmlmth lTby` w'hdf lbHth, wshtmlt `yn@ lbHth `l~ (30) Tfl wTfl@ mn 'Tfl lrwD@ bmdrs@ 'Hmd zwyl lrsmy@ bmrkhz smsT bmHfZ@ bny swyf, wtm tqsymhm l~ mjmw`tyn; mjmw` tjryby@ w`ddh (15) Tfl wTfl@ t`rDw llbrnmj ltdryby, wtm tTbyq l'dwt ltly@ `lyhm: mqys lmhrt llGwy@ lTfl lrwD@ `dd lbHthyn) wtTbyq lbrnmj lqy'm `l~ l'nshT@ llSfy@`dd lbHthyn) wbstkhdm khtbr "mn wytny" wkhtbr "wylkhwkhswn" ldll@ lfrwq byn mtwsTt lrtb lmrtbT@ wGyr lmrtbT@'Zhrt lnty'jwjwd frwq dht dll@ HSy'y@ byn mtwsTy rtb drjt lmjmw` ltjryby@ wlmjmw` lDbT@ fy lqys lb`dy llmhrt llGwy@ lSlH lmjmw` ltjryby@ khm 'shrt lnty'j l~ wjwd frwq dht dll@ HSy'y@ byn mtwsTy rtb drjt lmjmw` ltjryby@ fy lqysyn lqbly wlb`dy llmhrt llGwy@ lSlH lqys lb`dy, khm bynt lnty'j bq 'thr f`ly@ lbrnmj tDH hdh l'thr fy `dm wjwd frwq dht dll@ HSy'y@ byn mtwsTy rtb drjt lmjmw` ltjryby@ fy lqysyn lb`dy wlttb`y llmhrt llGwy@ b'b`dh lmkhtlf@ b`d mrwr shhryn mn tTbyq lbrnmj.

title: kfyt m`lm lSf fy twZyf l'nshT@ llSfy@ fy l`mly@ lt`lymy@ mn wjh@ nZr lmwjhyn ltrbwyyn fy mHfZ@ dmshq
abstract: `nwn lbHth: kfyt m`lm lSf fy twZyf l'nshT@ llSfy@ fy l`mly@ lt`lymy@ mn wjh@ nZr lmwjhyn ltrbwyyn fy mHfZ@ dmshq hdf lbHth:  kfyt m`lm lSf fy twZyf l'nshT@ llSfy@ fy l`mly@ lt`lymy@ mn khll t`rf kfyth fy tkhTyT wtnfydh wtqwym hdhh l'nshT@ mn wjh@ nZr lmwjhyn ltrbwyyn. 'sy'l@ lbHth: kn sw'l lbHth lry'ys m kfyt m`lm lSf fy twZyf l'nshT@ llSfy@ bl`mly@ lt`lymy@ mn wjh@ nZr lmwjhyn ltrbwyyn bshkl `m? wfy kl mHwr mn mHwr lbHth. `tmd lbHth `l~ lmnhj lwSfy ltHlyly wt'lf mjtm` lbHth mn lmwjhyn ltrbwyyn fy mdyry@ ltrby@ fy mHfZ@ dmshq 'd@ lbHth tm stkhdm lstbn@ lty `dt l mn qbl lbHth@ t`rf ar lmwjhyn ltrbwyyn fy kfyt m`lm lSf btwZyf l'nshT@ llSfy@ fy l`mly@ lt`lymy@ bynt nty'j lbHth 'n kfyt m`lm lSf fy tkhTyT l'nshT@ llSfy@ bl`mly@ lt`lymy@ Hsb r'y lmwjhyn ltrbwyyn mwjwd@ wlkn bdrj@ mtwsT@ fy mjl ltkhTyT wltnfydh wltqwym. Title of the research: Qualifications of the teacher of the classroom in the recruitment of extra curricular activities in the educational process from the point of view of educational mentors (field study in the schools of the first episode of the basic education district of Damascus) The objective of the research: The aim of the research is to identify the competencies of the teacher in the classroom in the employment of extra curricular activities in the educational process by defining his competencies in the planning, implementation and evaluation of these activities from the point of view of educational mentors.  The main research question was what is the teacher's competence in employing extra curricular activities in the educational process from the point of view of educational counselors in general? And in each axis of research. The research was based on the analytical descriptive approach. The research community consisted of the educational supervisors in the Directorate of Education in Damascus Governorate Research tool: The questionnaire used by the researcher was used to identify the views of the educational supervisors on the teacher's qualifications by employing extra curricular activities in the educational process.  The results for the first, second, and third questions were found to be the following: The teacher's competencies in planning the extra curricular activities in the educational process, according to the opinion of the educational supervisors, were found to be moderate. From previous search results we can answer the main search question: The competencies of the teacher in the classroom in the recruitment of extra curricular activities in the educational process in the field of planning, implementation and evaluation according to the opinion of educational counselors exist, but to a degree.

title: l'nshT@ llSfy@ w'thrh fy trqy@ kf@ lTlb fy lmhrt lstntjy@ fy mdrs@ lm`rf lthnwy@ lslmy@ snjsry
abstract: mstkhlS lbHth ttm t`lm llG@ l`rby@ mn khll lmmrst llGwy@ lty tqwm bh lTlb khrj lmdrs@ wdkhlh. wttnw` hdhh lmmrst khrj lmdrs@ ltshml lmnshT llGwy@ lwZyfy@ lty tstkhdm fyh lTlb llG@ l`rby@ Hdyth wstm` wqr@ . wlmmrs@ t`lym llG@ fy lmdrs@ ftsyr fy mslkyn: 'Hdhm myqdm dkhl lfSwl ldrsy@ wthnyhm m yqwm bh lTlb fy mjtm` lmdrs@ mn lnshT. wfy t`lym llG@ l`rby@ lmhrt llGwy@ (mhr@ lstm`  lktb@ wmhr@ lqr@ wmhr@ lklm) thm lHSwl `l~ njH tlk lmhrt, tHtj l~ mmrs@ lmhrt llGwy@ wtkwyn lshkhSy@ lqwy@ llTlb. wmn Hd~ lTryqt hy t`zyz l'nshT@ llSfy@ llGwy@ l`rby@ llTlb. wm` tlk l'nshT@ llSfy@ trjw lbHth@ 'n lTlb ldyhm lkf@ ljyd fy t`lym llG@ l`rby@ fy dkhl lfSl ldrsy@ 'w fy 'y lmjl wkhS@ fy lmhrt lstntjy@ yhdf hdh lbHth l~ m`rf@ l'nshT@ llSfy@ llGwy@ l`rby@ lmTbq@ fy mdrs@ lm`rf lthnwy@ lslmy@ snjsry, wkshf 'thr tTbyq l'nshT@ llSfy@ llGwy@ l`rby@ fy trqy@ kf@ lTlb fy lmhrt lstntjy@ fy mdrs@ lm`rf lthnwy@ lslmy@ snjsry. tstkhdm lbHth@ lmdkhl lkyfy wlkmy, wbmnhj drs@ lHl@ wmSdr lbynt hy mn lbynt l'ssy@ wlbynt lDfy@ w'dwt jm` lbynt hy: lmlHZ@ wlmqbl@ wlwthy'q, wlkhtbr. wnty'j lbHth hy: 1) knt thlth l'nshT@ llSfy@ llGwy@ l`rby@ lmTbq@ fy mdrs@ lm`rf lthnwy@ lslmy@ snjsry, mnhm: jm`y@ llG@ l`rby@ wfn lkhT l`rby, wfn lbnjry wlqr@ 2) w'thr mn tlk l'nshT@ llSfy@ hy: ts`d fy tshkyl shkhSy@ lTlb wlslk ljby, wfy tshkyl rGb@ wmwhb@ lTlb fy t`lym llG@ l`rby@ wtstTy` 'n tzyd lkhbr@ wlafq@ ljdyd@ `n llG@ l`rby@ wtzyd lthq@ fy nfs lTlb lshj` 'n y`br kfthm fy lmhrt lstntjy@ wystTy` 'n y`br arhm w'fkrhm 'mm 'Sdqy'hm jyd. wbn `l~ ntyj@ lkhtbr hy: F_Hsb>=F_jdwl bdrj@ 77,14>5,59 fyfrD Ho, wyqbl Ha. wldhlk, tstTy` 'n tql lbHth@ b'n "ywjd 'thr mn l'nshT@ llSfy@ llGwy@ l`rby@ `l~ kf@ lTlb fy lmhrt lstntjy@ fy mdrs@ lm`rf  The perfect Arabic learning is learning through language training that is conducted by students either inside or outside school. There is language training that is conducted outside the school, including linguistic activities that are used by students by using Arabic, both speaking, listening, reading, and writing, as well as knowledge and behavior Islamic education and to train the mastery of students in Arabic in the school environment can be categorized into two aspects: the first aspect is what the students do in the classroom, and the second aspect is what the students do about the activities that exist in the school community. In Arabic language learning, there are four language skills (listening skills, writing, reading, and speaking) then to achieve the success of the four skills, it needs skills training language and the formation of personal character of students. The one of the ways is through increasing Arabic extracurricular activities for students. With the Arabic extracurricular activities for students, it is expected that students will have good ability in learning Arabic language either in class or in all aspects especially in writing and speaking skills. This research aimed at determining what Arabic extracurricular activities have been applied at MA Al Ma'arif Singosari, and to discover the influence of extracurricular activities in improving students' skills on writing and speaking skills at MA Al Ma'arif Singosari. This research used qualitative and quantitative approach with case study research type. The data source used the main data and additional data. And data collection instruments used participant observation techniques, in depth interviews, documentation, and tests. The results showed that: 1) there were three Arabic extracurricular activities that have been applied at MA Al Ma'arif Singosari, namely: Arabic Club, Calligraphy Art, and Banjari Art and Qira'ah. 2) and the influence of these three Arabic extracurricular activities were: assisting in the formation of personal character and student activeness, as well as fostering the interests and talents of students in learning Arabic. There was new experiences and ideas in Arabic learning, and fostering students' confidence to be able to pour the ability in writing and speaking skills, and able to develop the ideas in front of the friends. Based on the test results, showed that: F count result was greater than F table, it was 77.14> 5.59. Then rejecting Ho and accepting Ha. It can be concluded that "There was an influence that was arising from Arabic extracurricular activities on the students' ability in writing and speaking skills at MA Al Ma'arif Singosari" ABSTRAK Pembelajaran Bahasa Arab dikatakan sempurna adalah pembelajaran melalui pelatihan kebahasaan yang dilakukan oleh siswa baik di dalam atau di luar sekolah. Terdapat berbagai macam pelatihan kebahasaan yang dilakukan di luar sekolah, meliputi kegiatan kegiatan kebahasaan yang digunakan oleh siswa dengan menggunakan Bahasa Arab, baik berbicara, mendengar, membaca, dan menulis, dan juga pendidikan Agama Islam baik secara pengetahuan dan tingkah laku. Dan untuk melatih penguasaan siswa dalam Bahasa Arab di lingkungan sekolah dapat dikategrikan kedalam dua aspek: aspek pertama adalah apa saja yang dilakukan siswa didalam kelas pembelajaran, dan aspek yang kedua adalah apa yang dilakukan siswa mengenai kegiatan kegiatan yang ada di lingkungan masyarakat sekolah. dalam pembelajaran Bahasa Arab terdapat empat ketrampilan berbahasa yaitu (ketrampilan mendengar, menulis, membaca, dan berbicara) kemudian untuk mencapai keberhasilan dari empat ketrampilan tersebut, diperlukan adanya pelatihan ketrampilan kebahasaan dan pembentukan karakter pribadi siswa. Dan salah satu cara yang digunakan adalah melalui peningkatan kegiatan ekstrakulikuler Bahasa Arab untuk siswa. Dengan adanya kegiatan ekstrakulikuler Bahasa Arab untuk siswa, diharapkan nantinya siswa memiliki kemampuan yang baik dalam pembelajaran Bahasa Arab baik di dalam kelas ataupun di segala aspek khususnya dalam ketrampilan menulis dan berbicaranya. Penelitian ini bertujuan untuk mengetahui apa saja kegiatan ekstrakulikuler Bahasa Arab yang diterapkan di MA Al Ma'arif Singosari, dan untuk menemukan pengaruh kegiatan ekstrakulikuler tersebut terhadap peningkatan kemampuan siswa pada ketrampilan menulis dan berbicara di MA Al Ma'arif Singosari. Penelitian ini menggunakan pendekatan kualitatif dan kuantitatif, dengan jenis penelitian studi kasus. Sumber data yang digunakan berasal dari data utama dan data tambahan. Dan instrumen pengumpulan data menggunakan teknik observasi partisipasi, wawancara mendalam, dokumentasi, dan tes. Hasil penelitian menunjukkan bahwa: 1) terdapat tiga kegiatan ekstrakulikuler Bahasa Arab yang diterapkan di MA Al Ma'arif Singosari, yaitu: Club Bahasa Arab, Seni Kaligrafi, dan Seni Banjari dan Qira'ah. 2) dan pengaruh dari ketiga kegiatan ekstrakulikuler Bahasa Arab tersebut adalah: membantu dalam pembentukan karakter pribadi dan keaktifan siswa, serta menumbuhkan minat dan bakat siswa dalam pembelajaran Bahasa Arab. Menambah pengalaman dan ide ide baru dalam pembelajaran Bahasa Arab, serta menumbuhkan percaya diri siswa untuk mampu menuangkan kemampuannya dalam ketrampilan menulis dan berbicara, serta mempu mengembangkan ide idenya di hadapan teman temannya. Dan berdasarkan pada hasil tes, menunjukkan bahwa: hasil F hitung lebih besar daripada F tabel, yaitu dengan angka 77.14 5.59 Maka menolak Ho dan menerima Ha. Dapat disimpulkan bahwa "Terdapat pengaruh yang ditimbulkan dari kegiatan ekstrakulikuler bahasa arab terhadap kemampuan siswa dalam ketrampilan menulis dan berbicara di MA Al Ma'arif Singosari."