Manusia, Fitrah, dan Jalan Kembali kepada Allah

Ustadz Dr. Joko Ali Wasono menjelaskan bahwa dalam diri manusia terdapat potensi kebaikan yang merupakan pantulan dari Asmaul Husna, meskipun hanya sebagai “percikan kecil” dari sifat-sifat kesempurnaan Allah. Manusia diberi kemampuan mencintai, menyayangi, berbuat adil, memaafkan, dan menunjukkan kebijaksanaan. Semua itu bukan karena manusia memiliki sifat ketuhanan, tetapi karena Allah menganugerahkan potensi luhur dalam batas sebagai makhluk.

Hal ini diisyaratkan dalam firman Allah:

ثُمَّ سَوَّاهُ وَنَفَخَ فِيهِ مِن رُّوحِهِ وَجَعَلَ لَكُمُ السَّمْعَ وَالْأَبْصَارَ وَالْأَفْئِدَةَ ۚ قَلِيلًا مَّا تَشْكُرُونَ

“Kemudian Dia menyempurnakannya dan meniupkan ke dalam tubuhnya roh (ciptaan)-Nya, serta menjadikan bagimu pendengaran, penglihatan, dan hati; tetapi sedikit sekali kamu bersyukur.”

(QS As-Sajdah [32]: 9)

Juga firman-Nya:

فَإِذَا سَوَّيْتُهُ وَنَفَخْتُ فِيهِ مِن رُّوحِي فَقَعُوا لَهُ سَاجِدِينَ

“Apabila Aku telah menyempurnakan kejadiannya dan meniupkan kepadanya roh (ciptaan)-Ku, maka tunduklah kamu kepadanya dengan bersujud.”

(QS Al-Hijr [15]: 29)

Dan dalam ayat lain:

إِذْ قَالَ رَبُّكَ لِلْمَلَائِكَةِ إِنِّي خَالِقٌ بَشَرًا مِّن طِينٍ ۝ فَإِذَا سَوَّيْتُهُ وَنَفَخْتُ فِيهِ مِن رُّوحِي فَقَعُوا لَهُ سَاجِدِينَ

“Ketika Tuhanmu berfirman kepada para malaikat: Aku akan menciptakan manusia dari tanah. Maka apabila telah Kusempurnakan kejadiannya dan Kutiupkan kepadanya roh (ciptaan)-Ku, maka tunduklah kamu kepadanya dengan bersujud.”

(QS Shad [38]: 71–72)

Tafsir dan Makna

Para ulama menjelaskan bahwa frasa “roh-Ku” bukan berarti bagian dari dzat Allah masuk ke dalam manusia, melainkan roh ciptaan Allah yang dimuliakan. Ayat ini menunjukkan kemuliaan manusia dibanding makhluk lain karena diberi akal, hati, dan tanggung jawab moral. Karena itu, manusia semestinya mengembangkan sifat kasih sayang, kebijaksanaan, kejujuran, dan keadilan.

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Allah Sangat Dekat dengan Manusia

Manusia sering merasa sendiri, padahal Allah tidak pernah jauh. Kedekatan Allah ditegaskan dalam Al-Qur’an:

هُوَ الَّذِي خَلَقَ السَّمَاوَاتِ وَالْأَرْضَ... وَهُوَ مَعَكُمْ أَيْنَ مَا كُنتُمْ ۚ وَاللَّهُ بِمَا تَعْمَلُونَ بَصِيرٌ

“Dialah yang menciptakan langit dan bumi... dan Dia bersama kamu di mana saja kamu berada. Dan Allah Maha Melihat apa yang kamu kerjakan.”

(QS Al-Hadid [57]: 4)

Dan firman-Nya:

وَلَقَدْ خَلَقْنَا الْإِنسَانَ وَنَعْلَمُ مَا تُوَسْوِسُ بِهِ نَفْسُهُ ۖ وَنَحْنُ أَقْرَبُ إِلَيْهِ مِنْ حَبْلِ الْوَرِيدِ

“Kami telah menciptakan manusia dan mengetahui apa yang dibisikkan hatinya, dan Kami lebih dekat kepadanya daripada urat lehernya.”

(QS Qaf [50]: 16)

Tafsir dan Makna

Kedekatan Allah bukan berarti Allah menyatu dengan makhluk, tetapi dekat dengan ilmu, pengawasan, kasih sayang, dan pertolongan-Nya. Tidak ada bisikan hati, kesedihan, atau air mata yang luput dari pengetahuan-Nya. Karena itu, seorang mukmin tidak perlu putus asa.

Zionist Groups Will Sacrifice 100 million Without Remorse

• "100 million Lives? No Price Too High: Rabbi Beck's Shocking Takedown of Zionist Logic"

Rabbi Elhanan Beck, a well-known Jewish anti-Zionist figure, recently launched sharp criticism against Zionist groups. He made these remarks during an exclusive interview with the Middle East Eye podcast. His statements immediately drew widespread attention for daring to highlight the dark side of Zionist political logic.

In the interview, Beck stated that Zionists have no moral boundaries when it comes to securing Israel's safety. He asserted that they are willing to sacrifice up to 100 million human lives without any sense of remorse. Beck used this figure to illustrate how extreme Zionist political priorities are when placed above humanitarian values.

Beck emphasized that for Zionist groups, the survival of Israel as a political project is everything. No price is too high—including massive loss of life—to maintain their dominance. According to Beck, this logic shows that political interests have completely overridden any sense of humanity.

He also accused Zionist groups of giving no thought to the fate of civilians, whether Muslim or Palestinian. Their only goal, he said, is the continuation of their political project and regional dominance. As a result, the suffering of ordinary people is treated as an acceptable "side effect."

One of Beck's sharpest criticisms concerns the normalization of violence against children in Gaza. He claimed that the killing of Palestinian children is actually celebrated within Zionist war logic. According to Beck, this demonstrates how civilian victims, especially the most vulnerable, have been stripped of their human dignity.

Beck clearly distinguishes between Judaism as a religion and Zionism as a political project. He rejects the notion that Zionist actions reflect Jewish teachings. Instead, Beck calls Zionism a deviation that exploits religion to justify occupation, war, and the dispossession of Palestinian land.

According to Beck, the root of the Middle East conflict is not religion but the practice of occupation and the imposition of power over other peoples. He concludes that Zionist logic is cruel, inhumane, and does not reflect true Jewish values. His critique also serves as a call to separate religion from colonial political practices.

the differences among bilingualism, multilingualism, translanguaging, and plurilingualism

 

https://app.slidespeak.co/presentation/cmohg6tpg005e08qu6ckekjb7/share?openPanel=ASSISTANT

Here is a detailed description of the differences among bilingualism, multilingualism, translanguaging, and plurilingualism (often spelled plurilingualism), with specific examples from the Indonesian education context (schools, colleges, and universities).

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1. Bilingualism

Definition: The ability to use two languages proficiently. In educational settings, it often refers to instruction or communication using two distinct languages separately.

Key Feature: Languages are seen as separate systems. The goal is often balanced competence in both.

Indonesian Context Examples:

• Schools: An Sekolah Dasar (SD) Internasional in Jakarta uses English for Science and Math, and Indonesian for Social Studies and Religion. Students switch between the two languages by subject, but rarely mix them in the same class.

• Colleges: A Sekolah Tinggi Pariwisata (Tourism College) in Bali requires students to complete assignments in both Indonesian and English, but they must submit separate versions – a clean Indonesian essay and a clean English translation.

• Universities: At Universitas Negeri Malang, a teacher training program for elementary school teachers requires students to pass both Bahasa Indonesia proficiency exams and English language exams (e.g., TOEFL) as separate graduation requirements.

2. Multilingualism

Definition: The ability to use three or more languages. In a societal or individual sense, it acknowledges multiple distinct languages in the same context.

Key Feature: Like bilingualism, it treats languages as separate, but involves more than two. Often used to describe the linguistic repertoire of a community or country.

Indonesian Context Examples:

• Schools: A Sekolah Menengah Atas (SMA) in Medan, North Sumatra, teaches in Indonesian, offers Mandarin as an elective, and has local content in Bahasa Batak (e.g., Toba). Students are expected to know which language is appropriate for which class.

• Colleges: A Politeknik in Kupang, East Nusa Tenggara, has students who speak Bahasa Dawan at home, Indonesian in lectures, and must learn English for their tourism management diploma. Assessments treat these as separate skills.

• Universities: Universitas Udayana (Bali) offers separate courses in Indonesian, English, Japanese, and Balinese (Bahasa Bali). A student may graduate having studied four languages, but they are taught and tested in isolation.

3. Translanguaging

Definition: The dynamic and fluid practice where multilingual speakers integrate features from multiple languages (or dialects) to make meaning, communicate, and learn. It treats the speaker’s entire linguistic repertoire as an integrated system, rather than separate boxes.

A memory of India 2013

 

https://www.kompasiana.com/faizalrisdianto/5528fae2f17e6117278b4578/lots-of-fun-learning-in-india

 What a busy yet joyful day it has been, reflecting on my memorable experience joining a summer short course in IT, Networking, and Communication Skills in Indirapuram, Ghaziabad, Uttar Pradesh, India. Since June 10th, I have been learning and exploring IT, networking, and English, and up to now, I feel there are several important things I would love to share with you:

1. India as a Great Place to Learn IT
India is one of the most advanced places to study IT. Many global technology companies such as Yahoo, Google, Facebook, and Microsoft have established offices there and employ thousands of talented Indian IT professionals. This shows how strong India’s IT industry has become. I even wrote about this in my Indonesian article titled Kenapa Ahli IT India Lebih Suka Kerja di Luar India?

An interesting fact is that although Microsoft has released its operating systems and software in many languages, it has never released Microsoft Windows in Hindi. Perhaps this reflects how globally oriented the Indian IT market is.

2. Indian People: Hardworking and Full of Confidence
Indian people are hardworking and have remarkable self-confidence, no matter what challenges they face. From my apartment, I often see workers walking long distances from their neighborhoods to their workplaces every day. Their determination is truly inspiring.

I have also spoken with Indian students and teenagers, and I could feel their confidence in the way they speak and express themselves. On the streets, you can often see Tata Nano cars passing by or parked proudly as a symbol of national pride. It reminds me of Indonesia’s dream of having a national car, Esemka. As someone from Solo, I even wrote an article comparing Tata and Esemka titled Kisah Mobil Tata versus Esemka.

3. Learning English in a Global Context
Regarding the use of English as a medium of teaching and learning in India, this has been a wonderful reminder that English is spoken differently and uniquely around the world. The world is not only filled with British or American English speakers, but also Indian English, Singaporean English, and many other vibrant varieties of English.

In my class, my IT and networking instructor, Praphat Singh, teaches in English and always encourages me to keep learning. Whenever I feel tired or bored with computers, he says, “You’re not making enough effort, Faizal.” That simple sentence motivates me greatly. His encouragement and personal attention to every participant’s progress are qualities that teachers and lecturers everywhere can learn from.

4. One Last Thought: Incredible India
Despite the extremely hot weather, visible poverty in some places, and occasional dishonest traders in traditional markets, I can honestly say that I have experienced the spirit of Incredible India. It is a country full of energy, opportunity, resilience, and unforgettable lessons.

My time here has been full of learning, fun, and inspiration—and I will always treasure this experience.

Mockingbird atau Ajuk-Ajuk in Indonesian language

Ajuk-Ajuk (bahasa Inggris: Mockingbird) adalah sekelompok burung pengicau Dunia Baru dari keluarga Mimidae.Mereka terkenal karena kebiasaan beberapa spesies meniru nyanyian burung lain serta suara serangga dan amfibi. ^[1].  Ada sekitar 17 spesies dalam dua genus, meskipun tiga spesies dari Kepulauan Galápagos sebelumnya dipisahkan menjadi genus ketiga, Nesomomus. Burung Ajuk-Ajuk tampaknya tidak membentuk garis keturunan monofili, karena Mimus dan Melanotis bukan kerabat terdekat satu sama lain. Sebaliknya, Melanotis lebih dekat dengan burung-kucing tutul, sedangkan kerabat terdekat Mimus yang masih hidup adalah Ajuk-Ajuk penebah, seperti Ajuk-Ajuk penebah berparuh batu . ^{[2] [3]}

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Ajuk-Ajuk Utara

Mimus polyglottos