Jalan Rizqi dari arah yang tidak disangka-sangka Khususon bagi True Believer-Mu'minan Haqqon

Kisah Sahabat Ali bin Abi Talib R.A yang sedekah dan kemudian mendapat rezeki dari menjual unta

Kisah Sahabat Ali bin Abi Talib R.A yang sedekah dan kemudian mendapat rezeki dari menjual unta adalah kisah yang sangat terkenal dan mengagumkan.

Singkat ceritanya, Sahabat Ali bin Abi Talib R.A bersama istrinya Fatimah R.Ha memiliki uang 6 dirham yang hendak dibelikan makanan. Namun ketika Sahabat Ali bin Abi Talib R.A dalam perjalanan hendak membeli makanan, ia bertemu seorang Badui yang meminta sedekah dan Sahabat Ali bin Abi Talib R.A memberikannya seluruh 6 dirham itu dengan ikhlas. Sahabat Ali bin Abi Talib R.A  kembali ke rumah dengan tangan kosong, dan Fatimah R.Ha pun menangis melihat hal itu.

Kemudian Sahabat Ali bin Abi Talib R.A hendak menemui Nabi Muhammad ﷺ dan dalam perjalanan, ia bertemu seorang Badui lain yang sedang menjual unta seharga 100 dirham dan menjualnya dengan pembayaran tempo karena Sahabat Ali bin Abi Talib R.A  tidak membawa uang. Sahabat Ali bin Abi Talib R.A  menerima tawaran tersebut dan membawa pulang unta itu. Di tengah jalan, Sahabat Ali bin Abi Talib R.A bertemu seorang pembeli yang langsung membeli unta tersebut dengan harga 300 dirham secara tunai, sehingga Sahabat Ali bin Abi Talib R.A  mendapatkan keuntungan berlipat.

Sahabat Ali bin Abi Talib R.A  lalu membayar 100 dirham kepada si penjual Badui dan membawa sisa 200 dirham pulang untuk Fatimah. Rasulullah ﷺ pun menyatakan bahwa Sahabat Ali bin Abi Talib R.A  sangat beruntung karena dia telah "mengutangi Allah" 6 dirham dengan sedekah ikhlas, sehingga Allah membalasnya dengan berlipat ganda. Badui pertama dan kedua tersebut dalam riwayat disebut sebagai malaikat Jibril dan Isrofil (atau Mikail) yang menguji dan memberikan balasan dari Allah SWT.

Kisah ini menunjukkan keutamaan sedekah yang ikhlas dan bagaimana Allah melipatgandakan rezeki bagi orang yang berharta di jalan-Nya dengan niat tulus.

Appraisal and ideology in students’ argumentative texts: a systemic functional linguistics study

 Alhamdulillah sudah terbit di Jurnal SINTA 2. Barangkali Bapak dan ibu tertarik membaca dan bisa mensitasi artikel ini. Terima kasih.   

Risdianto, F., Nugroho, H. A., Sunardi, S., & Arkida, T. (2025). Appraisal and ideology in students’ argumentative texts: a systemic functional linguistics study. JOALL (Journal of Applied Linguistics and Literature), 10(2), 558–586. https://ejournal.unib.ac.id/joall/article/view/40957 

Appraisal and ideology in students’ argumentative texts: a systemic functional linguistics study

Abstract

This study aims to examine how students employ evaluative language in argumentative writing using Appraisal theory, specifically the categories of Attitude, Graduation, and Engagement to uncover the connection between evaluative strategies and ideological positioning, a relatively unexplored area in EFL research. Employing a mixed-methods design, the study analysed argumentative essays and survey responses from participants in the 2024 Argumentative Writing Contest. Data were collected from 21 submissions, with four texts selected based on argumentative quality, linguistic richness, and regional representation (Bengkulu, Kotawaringin, Bekasi, and Yogyakarta). A survey questionnaire accompanied the text analysis to gather student insights on their writing experiences. The textual data from students’ writings were examined using the Appraisal framework in systemic functional linguistics (SFL), and the survey data from the questionnaire were processed through the interactive analysis model in qualitative research, involving data condensation, display, and verification. Triangulation and member checking ensured data credibility. Findings revealed that students’ evaluative language mainly utilized appreciation to represent ideological stance and assessing regional learning environments. Most of the writers used intensifier markers, while students from remote regions used more monoglossic expressions. Cultural norms shaped argumentation styles, with some preferring indirect persuasion. This suggests that evaluative writing is both linguistically and culturally situated. The study’s implications advocate for culturally responsive and linguistically targeted instruction to bridge regional disparities in argumentative writing competence.

4 most important aspects in creating HQ academic paper

Process: How to write (the steps).

Product: What the final paper looks like (structure and format).
Criticality: How to think and use evidence.
Language: The appropriate style and tone.

1. Process: How to Write (The Steps)

The process is the journey from receiving an assignment to submitting a final paper. It's rarely a linear path but a recursive cycle of planning, drafting, and revising.

Key Steps:
Deconstruct the Assignment Prompt:
Action: Read the prompt carefully. Underline key verbs (e.g., analyze, compare, argue, evaluate, describe). Identify the central question, the required word count, formatting rules, and the due date.
Example: A prompt says: "Analyze the impact of social media on the political engagement of young adults (18-24) in Indonesia. 

Argue whether its overall effect is primarily positive or negative."

 
Deconstruction: The key verbs are analyze and argue. You need to break down (analyze) the cause-and-effect relationship and then take a clear stance (argue). The scope is "young adults (18-24)" and "in your country."
Preliminary Research & Brainstorming:
Action: Do some initial reading to understand the topic. Break down everything you know or think about the topic. Ask questions: What do I already know? What do I need to find out? What might be different perspectives?
Example: For the prompt above, you might brainstorm: Positive: easier mobilization, access to information. Negative: echo chambers, misinformation. Need to find statistics on voter turnout, examples of political campaigns on Instagram/TikTok, studies on polarization.

 
Develop a Working Thesis Statement:
Action: Form a tentative, arguable claim that your paper will prove. It should be specific, debatable, and significant. It will likely evolve as you research more.
Example (Early Draft): "Social media has changed how young adults engage with politics." (Too vague and not arguable—it's a fact)
Example (Improved Working Thesis): "While social media platforms have democratized political information for young adults, their algorithmic structures ultimately foster polarization and performative activism, resulting in a net negative impact on genuine political engagement."

 
In-Depth Research & Source Evaluation:

Grok 3 vs ChatGPT vs DeepSeek vs Claude vs Gemini

 

Grok 3 vs ChatGPT vs DeepSeek vs Claude vs Gemini

Artikel ini lagi bandingin Grok-3 yang baru rilis (punya X / Elon Musk) dengan para juara lama di dunia AI, yaitu ChatGPT-4 (OpenAI), Claude 3 (Anthropic), Gemini 1.5 (Google), dan DeepSeek-V3.

Nih ringkasannya buat lo:

Grok-3: Si baru yang cool dan diklaim "most powerful" sama Elon. Dijualnya sebagai AI yang pro-free speech, punya akses data real-time dari X (Twitter), dan sense of humor-nya 'sarkastik ala Elon'. Tapi karena masih baru, masih perlu dibuktikan sendiri kekuatan aslinya.

ChatGPT-4 (OpenAI): Si "all-rounder" yang sudah teruji. Paling populer, bahasanya natural banget, dan ecosystem-nya (seperti DALL-E untuk gambar) sangat solid. Kayak Toyota Camry-nya AI—andal dan bisa diapa-apain.

Claude 3 (Anthropic): Si "jenius yang etis". Dijagokan karena pemahaman konteksnya dalam dan kemampuan analisis dokumennya (seperti PDF) yang beast! Juga dikenal lebih aman dan nggak mudah ngasih respon berbahaya.

Gemini 1.5 (Google): Si "multimedia king". Kekuatannya ada di kemampuan native untuk memahami bukan hanya teks, tapi juga gambar, audio, dan video secara bersamaan. Integration-nya dengan produk Google (Search, Workspace) juga kencang banget.

DeepSeek-V3: Si "hidden gem" dari China. Spesialisasinya di pemrosesan data yang panjang (128K context window) dan yang paling gratis tanpa batas! Jadi pesaing serius untuk riset dan analisis dokumen besar.

Jadi, pilih yang mana?

Core Pillars of a Basic Academic Writing Syllabus

The syllabus should be built around these four pillars:

Process: How to write (the steps).
Product: What the final paper looks like (structure and format).
Criticality: How to think and use evidence.
Language: The appropriate style and tone.

Detailed Breakdown of Key Topics
Module 1: Foundation & Mindset Shift

Topic: What is Academic Writing?

Contrasting personal/creative/high school writing with academic writing.