Decadent Women: Yellow Book Lives by Jad Adams, and: Decadent Conservatism: Aesthetics, Politics, and the Past by Alex Murray (review)

The need for special Conditions of Contract for use on international assignments was first recognised by the International Federation of Consulting Engineers (FIDIC) back in 1957 when it published the first edition of the now well-known Red Book of Contract for Civil Works). For the first few years after its publication, the document was used for all disciplines, whether civil or electrical and mechanical. It soon became evident however that the Red Book conditions did not properly reflect the needs of an electrical and mechanical project, and situations were arising which were not adequately covered by the provisions of the civil conditions. So in May 1963, FIDIC published the first edition of Conditions of Contract prepared exclusively for projects involving the supply and erection of electrical and mechanical plant (the Yellow Book). The Yellow Book is now in its third edition, published in 1987, and this third edition is currently under review for revision and possible preparation of a fourth edition. The author discusses why the yellow book is needed and its content. The author then discusses the Orange Book (Conditions of Contract for Design-Build and Turnkey published by FIDIC in 1995), a document written especially for design/build and turnkey contracts.

Azuma Fela Sufa, Effective Learning Method Yellow Book in Madrasah Diniyah Pondok Pesantren Al-Mahalli Brajan Wonokromo Pleret Bantul academic year 2013/2014. Islamic Religious Education Program School of Religion Yogyakarta Alma Ata, 2014. The background of this research, the methods used are generally not fully assist students in understanding the yellow book. Therefore, the boarding school chaplain tried to explore their creativity to find other methods that can support learning in the yellow book pesantren Al-Mahalli. So that the students will be easier to learn to use the yellow book and they were delighted to learn of the yellow book. Thus, researchers want to know what the method used by the cleric for their teaching and learning processes, effective or not after using these methods as well as factors inhibiting and supporting factors in learning the yellow book. This research includes qualitative naturalistic. The subjects of the study are caregivers, chaplain/cleric and the students Wustho class boarding school al-Mahalli. Methods of data collection using observation, interviews and documentation. Data analysis techniques used in the field before and during field model of Miles and Huberman. The results obtained from this study is that the methods used in the yellow book learning is effective and runs well. Judging from the results of their observations are very enthusiastic about learning the yellow book and will affect their understanding. Then apart from observations and interviews, the researchers took the data as a value and when viewed from the average value is good, then the method used was effective and well. Such inhibiting factors in learning, problem of time, the majority of students are not familiar yellow book, the method sorogan, often seen some students do not focus, in mengkhatamkan book takes a long time. Supporting factors, the chaplain/ cleric experienced in accordance with their respective fields, the availability of facilities and infrastructure are adequate, the majority of students live in boarding school so that automatically terkondusif by the environment. Efforts made by the boarding school chaplain include, in addition to the afternoon of madrasah diniyah done at night so that learning can be optiimal yellow book. As well as the cleric always tried to explore their creativity in order etode-learning methods used in the yellow book can be run properly and effectively.

Education in Islamic boarding schools is one of Indonesia's traditional forms of education that teaches Islamic religious teachings, including studying the yellow classic books as the primary source of spiritual learning. However, learning the Yellow classic book is often complicated by 'ula students (early level students) because Arabic is without harakat or lines, and the material studied is very complex. To overcome these challenges, this research aims to develop a yellow Islamic classic book learning support application for 'ula students using the Natural Language Processing (NLP) method. This application has an interactive chatbot feature that helps students understand the contents of the yellow book more effectively and enjoyably. The research method includes literature study, data collection, data processing, and system development using the Sparse Categorical Cross Entropy algorithm in Natural Language Processing to improve the accuracy of chatbot responses. This application provides an innovative solution by presenting an interactive learning experience that can be accessed anytime and anywhere, thus facilitating Santri learning outside the boarding school environment. The results show that learning for 'ula students with the Natural Language Processing method is very good and easy to understand. The test shows that the accuracy of the application reaches 100% with a low error value (loss), which is 0%. It can be recognized that the effectiveness of Natural Language Processing in supporting yellow book learning, maintaining the tradition of Islamic education in the digital era, and helping teachers and parents monitor the development of students.

The Yellow Book (also known as “Kitab Kuning”) is an important factor that characterizes Pondok Pesantren (Islamic boarding schools). The Yellow Book is functioned by Pondok Pesantren as a reference whichits content is unquestionable. The fact that the Yellow Book was written a long time ago and continues to be used from time to time shows that the Yellow Book has been tested for its truth in a long history. This study aims to reveal the Yellow Book learning method, skills in the Yellow Book teaching, and assessment in the Yellow Book learning book. The research method used is qualitative with the type of library research. The results of this study indicate that the Yellow Book learning method used is Wetonan/Bandongan, Sorogan, memorization, mudzakarah, majelis taklim, bahtsul kutub, fathul kutub, muqoronah. The skills in teaching the Yellow Book are: reading skills, translation skills, and understanding skills. Assessment of the Yellow Book is by: a. Testing the reading skills by asking students to read one by one. b. Testing the translation skills by asking students to read and translate before group discussions. c. Testingthe comprehension skills by asking students to explain the contents of the Yellow Book in front of the audience directly, if necessary, holding questions and answers.

This article was created with the aim of knowing the history of the yellow book and its traditions in Indonesia, especially in Islamic boarding schools. This yellow book is a book that has yellow paper written in Arabic and is a book that revolves around Islamic knowledge, both sharia and non-sharia. This research was carried out by collecting data from the library as a reference source. The research results show that the yellow book has a long historical record in Indonesia, especially in Islamic boarding schools. Although there is no certainty regarding the history of the yellow book being used as a reference in studying knowledge in Islam, the yellow book has become a curriculum in Islamic boarding schools in Indonesia. The yellow book is used as the main teaching material in teaching various Islamic disciplines such as fiqh, monotheism, tafsir, hadith, and Sufism, as well as tool sciences such as nahwu and shorof. Apart from that, the yellow book also reflects a strong Islamic identity and is a symbol of Islamic intellectual heritage in the archipelago. With the yellow book, Islamic scientific traditions in Islamic boarding schools can be preserved and developed from generation to generation. This research also found that the yellow book has an important role in forming the character and knowledge of students in Islamic boarding schools.

This study discusses Islamic moderation in learning classic Islamic books at modern Islamic boarding schools in Indonesia. This study aimed to examine the application of Islamic moderation in learning classics and the supporting factors for the successful application of religious moderation in learning classics at the Islamic Boarding School of Modern al-IstiqamahNgatabaru Indonesia. This study used qualitative methods, and data collection techniques were carried out through direct observation, in-depth interviews, and written document analysis. The results of this study indicate that there are three indicators in the application of Islamic moderation in learning the ‘yellow book,’ namely the application of moderation in the learning process, the application of moderation in the form of understanding, and the application of moderation in the form of practice in worship. The supporting factors for Islamic moderation in learning the ‘yellow book’ are, Islamic boarding schools are not tied to one school of thought, ustad provides the broadest possible understanding to students, ustad does not indoctrinate students to follow one school of thought, ustad is not allowed to justify one school and blames on the other hand, students are free to choose the schools they believe in strongly. While the inhibiting factors are the limited practice of santri worship, senior santri are not allowed to influence junior santri, and learning the ‘yellow book’ is still limited. The implications of Islamic moderation in understanding the ‘yellow book’ at the Modern al-IstiqamahNgatabaru Islamic Boarding School are elastic and flexible, tolerant, not categorized, and not confused in making choices. Many alums are in different Islamic mass organizations, and alums join student organizations that are diverse, and active in religious activities in the community.

In this study, the main problem that must be faced is how we can improve the ability of students to read the yellow book. The yellow book or what we often call the bald book has messages that are so valuable that they require special skills to understand them. The ability to read the yellow book is one of the most important factors to understand the content contained in the text of the book. This ability is very necessary called habituation, and training, training to read the yellow book is one of the efforts to improve the ability of students to understand the yellow book. This sorogan training is a form of community service carried out by the Asatidz Council at MDF Walisongo Islamic Boarding School. Where a teacher will teach the values ​​contained in the yellow book. In learning the yellow book, the walisongo Islamic boarding school uses the sorogan method, where the students come forward one by one to face the kiyai or ustadz, then read the book by paying attention to the nahwu and shorofnya. Then after reading, the students then translate and explain the contents of the book. The sorogan method aims so that students can read the yellow book properly and correctly according to the nahwu and shorof rules, and can understand the contents in a yellow book. This research was conducted to find out how to increase the ability to read the yellow book with the sorogan method at the walisongo Islamic boarding school. The sorogan method is one of the traditional methods applied at the Walisongo Islamic Boarding School to assist students in reading and understanding the Yellow Book. The results of this study illustrate that the Walisongo Islamic Boarding School has given birth to a number of students who are able to read books with the initial stage knowing sakal, the second stage knowing Arabic grammar, and the third stage being able to provide the real meaning contained in the book being read.

Al-Iman Islamic Boarding School has long been known as one of the Islamic boarding schools in Purworejo which has formal educational institutions and excels in the field of yellow books. The graduating students have the ability to master the yellow book. Over time, Islamic boarding schools have experienced rapid development. Currently, Islamic boarding schools have formal educational institutions from early childhood education to tertiary level. The number of students continues to increase until it reaches three thousand. Under these conditions, quality management is needed in learning the yellow book so that the superiority of Islamic boarding schools as producers of students who are literate in the book can be maintained. This research aims to determine the quality management process in yellow book learning for Madrasah Tsanawiyah and Aliyah students. This research uses descriptive qualitative research methods by collecting data through interviews, observation and documentation. The research results show that the quality management process of yellow book learning is carried out in three stages, namely quality planning, quality control and quality improvement. Quality planning is carried out by determining graduate competency standards that must be mastered by students, identifying new students, identifying the needs of new students, designing the curriculum, system and daily schedule for learning the yellow book. Quality control is carried out by assessing the competency of students in mastering the yellow book, comparing these results with the competency standards of graduating students and adopting policies based on the results of the assessment. Quality improvement is carried out by evaluating the performance of yellow book learning, determining the necessary infrastructure, improving existing learning systems and creating new systems, forming education administrators, providing provision in the form of knowledge, training and motivation for new educational administrators, and monitoring performance. education administrator.Keywords: quality management; learning; yellow book.

The ability to read the yellow book is one of the most things to develop Arabic Language Skills. The process of learning the yellow book has an influence in improving students' speaking skills. Wich one is learning nahwu and sharaf with the yellow book and the question and the answer process during the learning process. Thus, researchers see an effect on fluency in speaking and whether or not the rules of nahwu and sharaf are correct in students during the learning process in class or when speaking in Arabic. The aims of this study were: (1) To find out how the process of learning the yellow book at Sabilurrosyad Islamic Boarding School Malang. (2) To find out how much effect the ability of the yellow book in improving the speaking skills of grade nine students of Sabiluurrosyad Islamic Boarding School Malang. This study uses a quantitative approach and experimental method with the type of Pre-Experimental Designs. The data collection methods in this study were observation, tests (pre-test and post-test), and documentation. The results of this study are: (1) Learning to Read the Yellow Book at Sabilurrosyad Islamic Boarding School Using the Jurumiyah Reading Module Book with the learning process of the teacher reading and explaining the material first then students appreciate, understand and reread with other books that have not been harokati in front of the subject teacher read the book. (2) The ability to read the yellow book can improve students' speaking skills. These results were obtained from observations in experimental classes, student activity was quite high, namely 80% and teacher activity 78%, Improvement in Speaking Skills due to ineffective learning of the yellow book in grade nine students of Sablurrosyad Islamic Boarding School Malang. Based on the average result of the experimental class, which is 36% based on the N-Gain score. The results of the t-test obtained a significant value = 0.000 smaller than 0.005 thus H1 is accepted and H0 is rejected. ملخص كفاءة كتاب التراث من أهم الأشياء المهمة لتطوير مهارة اللغة العربية. عملية تعلمية قراءة كتاب التراث لها تأثير في تحسين مهارة الكلام الطلاب. من بعض هو تعليم نحوو وصرف في قراءة كتاب التراث وعملية الأسئلة والأجوبة أثناء عملية التعلمية. قامت يرى الباحثة تأثير الطلاقة كانت كلام بفصيح و قواعد نحوو وصرف أثناء عملية التعلمية في الفصل أو عند الكلام باللغة العربية. أهداف هذا البحث هي: (1) لمعرفة كيف عملية تعليمة قراءة كتاب التراث في سبيل الرشاد معهد الإسلامية مالانج. (2) لمعرفة ما مدى تأثير كفاءة قراءة كتاب التراث في تحسين قدرة مهارة الكلام لطلاب الصف التاسع بمعهد سبيل الرشاد الإسلامية مالانج. استخدمت الباحثة في هذا البحث مدخل الكمي بمنهج تجربي في تصاميم ما قبل التجريبية. وأما طريقة جمع البيانات في هذا البحث هي الملاحظة، التوثيق و الاختبارات (الاختبار القبلي والبعدي). نتائج هذا البحث هي: (1) تعليم قراءة كتاب التراث في معهد سبيل الرشاد بمالانج استخدم كتاب وحدة القراءة الجرومية مع عملية التعلمية يقرأ المعلم ويشرح المادة أولا ثم يقدر الطلاب ويفهمون ويعيدون قراءتها مع الكتاب الأخرى التي لم يتم حركة أمام معلم المادة قراءة الكتاب. (2) كفاءة قراءة كتاب التراث تحسين مهارة الكلام لطلاب. تم الحصول على هذه النتائج من نتائج الملاحظة في الفصل التجريبي وحصلت الطلاب نتائج عالية الطلاب أي 80% والمدرس 78%، تحسين مهارة الكلام بسبب كفاءة الكتاب التراث لدى طلاب الصف التاسع في معهد الإسلامة الحكومية سبيل الرشاد مالانج غير فعالة. بناء على متوسط نتيجة الفصل التجريبي، وهو 36٪ بناء على درجة N-Gain. وحصلت نتائج اختبار t على قيمة معنوية = 0.000 أصغر من 0.05، بحيث تم H1 مقبول وتم H0 مرفوض.

This research explores the Utilization of Yellow Book Collections by Female Students at the Library of Darul Arafah Raya Islamic Boarding School in Deli Serdang. The aim of this study is to determine whether the yellow book collections for female students in the library of Darul Arafah Raya Islamic boarding school have been utilized and to identify the obstacles experienced by female students in utilizing the yellow book collections available in the library of Darul Arafah Raya Islamic boarding school. This research is descriptive in nature, employing a qualitative approach with data collection techniques including observation, interviews, and documentation. The findings of this study indicate that the utilization of yellow book collections by female students in the library of Darul Arafah Raya Islamic boarding school has not been fully exploited, as the female students encounter difficulties in understanding and utilizing the yellow books due to the absence of diacritical marks (fathah, kasrah, dhammah, sukun). Additionally, their everyday vocabulary (mufhrodat) is still lacking, and their proficiency in studying nahwu and sharaf is weak. The obstacles to the utilization of yellow book collections for female students at the library of Darul Arafah Raya Islamic boarding school include the absence of diacritical marks (fathah, kasrah, dhammah, sukun) in the yellow books, which makes it difficult for female students to comprehend them. Furthermore, the difficulty in interpreting the yellow books is due to the lack of everyday vocabulary, the weakness in Arabic language proficiency among female students, the absence of specific schedules for learning yellow books, and the lack of communication between female students and teachers in yellow book learning.

Dormitory or boarding school education is non-formal education in Islamic boarding schools. Where the dormitory is managed by a caretaker who has a very important role in teaching the yellow book which is the hallmark of Islamic boarding schools. The yellow book itself is a classic book written in Arabic without harokat, making the yellow book a fairly high level of difficulty to study. So caregivers must try so that students can read and understand the Yellow Book properly and correctly. This research aims to determine caregivers' efforts to improve students' ability to read the Yellow Book, supporting factors and obstacles experienced by caregivers. The type and approach of this research is descriptive qualitative research. Researchers obtained data through observation, interviews and documentation, the data analysis techniques used were collecting, reducing and displaying data, testing the validity of the data using triangulation. The results of the research conducted by the researchers concluded that: the caregivers reviewed the efforts made by previous caregivers, listened to the students' reading books and then put the students into certain classes based on their understanding of the books. The caregiver determines the method used to teach the yellow book. The supporting factors are books and scriptures, students' interest and enthusiasm for learning and competent teachers in the field of yellow books. The challenges for caregivers are the lack of caregivers who teach the yellow book and the fluctuating morale of the students as well as the caregivers' status as students.

The existence of the yellow book is very important for Islamic boarding schools or dayahs in Aceh. Every religious lesson must use the yellow book as the main reference for teachers in teaching. The yellow book has been used for centuries in the study of dayah. However, the existence of internet media in the current digital era has an effect on learning patterns in the dayah environment. The yellow book as a learning resource in the dayah faces the challenges of the digital era media that is able to answer various people's problems quickly. In the digital era, the public and students can access information related to Islamic teachings via the internet quickly, cheaply and easily. The purpose of this study is to find out and describe the existence of the yellow book in the digital era (study in dayah aceh). This research is a field research with a qualitative descriptive method. The results show that the yellow book still exists in the current digital era and remains a mandatory reference in the dayah curriculum, but the progress of the digital era continues to color the pesantren curriculum treasures with the finding that Guree Dayah uses the Maktabah Syamilah feature as a supporting reference. Furthermore, in responding to advances in information technology, dayah utilizes the internet as a medium of da'wah and socialization of dayah as well as reviewing legal issues encountered by the public on the internet by referring to the yellow book

The sorogan method is one of the traditional methods used by Islamic boarding schools to explore the study of Polar Turats or commonly referred to as the Yellow Book. This sorogan method is very effective, because in its application the students face one by one to the ustadz to deposit readings and understanding the material being studied. Immediately, the ustadz will provide corrections and directions if there are errors. Therefore, this method is considered effective in increasing the understanding of nahwu imrity. The yellow book is a book that is written in Arabic and has no character. Therefore, in reading it alone there is tremendous difficulty, especially in understanding it. So far, the study of the yellow book has been preserved by Islamic boarding schools, especially Islamic boarding schools that still use the Salaf education system. To be able to read the yellow book, the santri in the Islamic boarding school are taught the science of Nahwu and Shorof. Both of these sciences are tools that serve to help us in reading and understanding the yellow book. So the main requirement for us to be able to read the yellow book is to first learn the science of Nahwu and Shorof, because these two sciences are the main keys of Arabic which is none other than the language used by the yellow book.
 
 Metode sorogan merupakan salah satu metode tradisional yang digunakan pondok pesantren untuk mendalami kajian kutubut turats atau yang biasa disebut dengan kitab kuning. Metode sorogan ini terbilang sangat efektif, karena dalam penerapannya para santri menghadap satu persatu kepada ustadz untuk menyetorkan bacaan dan pemahaman materi yang sedang dikaji. Seketika itu ustadz akan memberikan pembenahan dan pengarahan apabila terdapat kesalahan. Oleh sebab itulah metode ini dinilai efektif dalam meningkatkan pemahaman nahwu imrity. Kitab kuning merupakan buku yang bertuliskan bahasa arab dan tidak berharokat. Oleh sebab itu dalam membacanya saja terdapat kesulitan yang luar biasa, terlebih lagi dalam memahaminya. Selama ini kajian kitab kuning dilestarikan oleh pondok pesantren, terutama pondok pesantren yang masih menggunakan sistem pendidikan salaf. Untuk bisa membaca kitab kuning para santri didalam pondok pesantren diajari ilmu Nahwu dan Shorof. Kedua ilmu tersebut merupakan ilmu alat yang berfungsi untuk membantu kita dalam membaca dan memahami kitab kuning. Jadi syarat utama agar kita bisa membaca kitab kuning adalah dengan mempelajari terlebih dahulu ilmu Nahwu dan Shorof, karena kedua ilmu tersebut merupakan kunci utama bahasa Arab yang tidak lain merupakan bahasa yang digunakan oleh kitab kuning.

The significance of the approach in learning the yellow book—an Arabic book without syakal or harakat that Middle Eastern academics wrote in the Middle Ages and contained Islamic religious sciences—motivates this study. The appropriate approach must be taken when studying the yellow book in order to effectively communicate the learning objectives. In addition to the Al-Qur'an and As-Sunnah, the yellow book is typically studied in Islamic boarding schools and serves as the primary teaching resource. The yellow book is nevertheless studied in formal institutions as well, notably MANPK MAN 2 Samarinda, in addition to Islamic boarding schools. By taking part in numerous competitions related to the program to improve the yellow book, MANPK MAN 2 Samarinda pupils are able to read and comprehend the yellow book.

Throughout human history education is a very important requirement that is necessary so that education is researched and developed how to discover new concepts as a logical consequence of the times. These developments then lead to modernization whose consequence is to start questioning the relevance of old or classic concepts. the question raised by those who disagree is that old methods cannot answer the development of science and technology. Is it true? what about the classic book that is often used as a reference in the educational process, namely Ta'lim Muta'llim ?. The Book of Ta'lim Muta'alim is a yellow book in the area of ??origin, which is around the Middle East, this yellow book is called Al-Pole Al-Qadimah as a rival of Al-Pole Al-Ashriyah. The research method is qualitative with a literature approach. While data sources are primary and secondary data sources. The primary virgin is the book Ta'limu al-Muta'allim, while the secondary source is various sources of reading related to the discussion. In Education which is based on the yellow book, it has succeeded in forming a moral society and adapting to different levels of intelligence, from Talib (student) and mutha'alim to pious or mu'alim (kyai). The yellow books will all refer to the translation of the Qur'an and Al-Hadith or take the legitimacy from these two sources of teachings. "So the yellow book is a treasure that can not be ignored".