Gastroesophageal reflux disease (GERD) is a disorder, which gastric content repeatedly reflux into the esophagus causing disturbing symptoms and/or complications. Various epidemiological studies show that there is regional difference on the aspect of prevalence and clinical manifestation. Regional data also demonstrates increased incidence of complications such as the Barret’s Esophagus and adenocarcinoma. In response to the situation, the Asia-Pacific GERD experts, including Indonesia, had published a consensus on the management of GERD in 2004, which was subsequently revised in 2008. Advances in medical technology, especially on gastrointestinal endoscopy technique and other diagnostic instruments such as 24-hour pH-metry and manometry, have improved the capacity of management of GERD. On the other hand, we feel that adequate knowledge and skills of doctors, both for general physicians and specialists of internal medicine in our country are not well-distributed. Moreover, the availability of instruments for diagnostic and therapeutical supports differs from one region to the others. The Organizing Committee of Indonesian Society of Gastroenterology or Pengurus Besar Perkumpulan Gastroenterologi Indonesia (PB PGI) considers that it is important to revise the National Consensus on the Management of GERD in Indonesia 2004, which is expected to be the guideline of GERD management. Key words: Barret’s esophagus, diagnosis, endoscopy, GERD, manometry, pH-metry.

HIV infection has been considered as a chronic illness since the availability of highly active anti retroviral treatments (HAART). The introduction of HAART to HIV/AIDS patient improve quality of life, life expectancy, decrease rate of resistance and further decrease mortality to AIDS related causes. Many studies showed the evidence of HAART efficacy to suppress viral replication among patient with continuum adherence to treatment. However, unlike other chronic medications which were only needed at least 70% adherence; success virological suppression rate in HIV/AIDS in patient required as high as 95% or near perfect adherence; and this remains to be an important issue for patient on HAART.In term of treatment, a long-term follow up of patient’s adherence, i.e. daily medication intake monitoring for life, becomes a routine practice. However, no gold standard is established to measure patients’ adherence. Thus in the beginning of treatment, assessment on how patient would be ready to take medication, existing any limitations such as mental illness or active drug use, understanding of disease and regimen, social support and patient schedule, should be asses. Clinicians have to educate patient starting on HIV treatment for having very low missed doses, and this was based on evidence we have from a decades ago. By that time, treatment regimens were more complex. Lowering the threshold of adherence would not be possible because allowing for missed dose will only favor to poor compliance within time. Then, continuous support and intervention during treatment are needed to maintain high level of adherence to HAART intake.

Aim: to explore the role of FokI and BsmI polymorphisms the VDR gene in the susceptibility to pulmonary tuberculosis (PTB) in an Indonesian Batak ethnic population. Methods: matched case-control study was conducted on 76 PTB patients and 76 healthy normal control. Genetic polymorphisms of Vitamin D Receptor (VDR) gene were analysed using PCR-RFLP. Results: the frequencies of FokI genotypes were FF 35.5%, Ff 55.3%, ff 9.2% for PTB patients and FF 39.5%, Ff 44.7.% and ff 15.8% for normal control. The BsmI genotypes frequencies were BB 0%, Bb 68.4%, bb 31.6% for TB patients and BB 2.6%, Bb 23.7% and bb 73.7% for control. There was no significant association between FokI genotype and PTB (OR 1.39, 95% CI: 0.69-2.77 for Ff genotype and OR 0.64, 95% CI: 0.22-1.86 for ff genotype). There was a significant association between BsmI genotype and PTB; the bb genotype was associated with a decreased risk to PTB (OR 0.22, 95% CI: 0.11-0.45). Conclusion: in Indonesian Batak ethnic population, there was no association between FokI polymorphism of VDR gene with host susceptibility to PTB. There was a significant association between BsmI polymorphism of VDR gene; bb genotype was associated with a decreased risk to PTB. Key words: pulmonary tuberculosis, polymorphisms, vitamin D receptor gene, Batak, Indonesia

The family is the smallest group within a society. Because society is the set of a few families so good or poor a society is very dependent on good or poor families. Islam gives great attention in coaching and family education. In Islam, monotheism became the foundation and footing family education. Al-Quran as the primary source of Islamic educational value gives instructions and guidance on how the family should be nurtured and educated. In the Al-Quran there are several portraits of family education which fostered over the values of family unity to achieve a good and prosperous. Portrait of family education is described in the Al-Quran on the family of 'Imran, Family of Lukman, the family of the Prophet Ibrahim and Prophet Shu'aib as. In a series of stories the Al-Qur'an it is implied that the family education should be fostered on the value of unity, firmness and patience.

This article provides a number of simple educational ideas promoted to enhance some core competences of a Madrasah teacher which can be reached by two terms of strategies : short term and long term strategies. The short term covers five aspects. The first aspect which is defined as fundamental discusses the way how a Madrasah teacher perceives his/her teaching profession, colleagues, students, and issues on education. Having able to rethink these domains will lead him or her know his or her positive and negative sides. Such understanding of both sides should force him/her to have a strong commitment to enrich the positive side, on one hand, and to diminish the negative one, on the other hand. Then, a Madrasah teacher needs to reflect this commitment in his or her individual competence to carry on learning and improving his or her technical capacity in instruction. This may be one of the corner stones to develop himself or herself to be able to implement the assignment responsibly. The capacity as a professional teacher may also bring him or her to be well-informed figure whom people around him or her will become to be enlightened. Next, this professional teacher should not also set up in one or more comfort zones, such as typical system and culture of organization, which make him or her enjoy the life as it is, he or she is required to open his or her mind to look for new, more and other challenging comfort zones in accordance with his or her future career. After that, he or she should consider and internalize wisely ethical values which are called as Islamic professional ethics as his or her spirit to carry out his or her job. Finally, this distinguished post should listen to his or her deepest voice of heart as well. These voices are about to put as his or her inspiring component to be acted as effective as possible. The long term strategy, however, merely emphasizes on one single aspect, that is the importance of educational and training services. Once a madrasah teacher has a paralleled background of study he or she may already have one valuable point. His or her other capacity will be easily explored and served through a series of appropriate trainings. The trainings are academically considered to be an additional mean for his or her outshined career.

As an agent of civilization and social change, Islamic education in an atmosphere of modernization and globalization demanded to play a role in a dynamic and proactive. Its presence is expected to contribute meaningful and positive change for the improvement and advancement of the Muslim civilization, both on theoretical and practical intellectual terrain. Islamic education is not merely a process of transformation of moral values to shield themselves from negative access globalization and modernization. But the most urgent is how the moral values that have been inculcated through Islamic education is able to take an active role as a generator that has a liberatory power of social pressure and the crush of cultural backwardness, ignorance, economic and poverty in the midst of rapid social mobility. Therefore we need a constructive effort by building monokhotomik Islamic education. This epistemological approach provides an understanding and an integral and comprehensive skills. Someone who knows something of the process must know the outcome. Conversely, many who know the results but do not know the process. Unlike students who are given only bread and then she enjoyed it, with students who are invited to make bread, then enjoy it. Of course, knowledge of learners who know the process of making bread to enjoy it more complete, robust, and memorable.

The information age is supported by the power of information and communication technology, known as ICT (information communication and technology), has a great influence in the lives of everyday people, such as ways of working and managing organizations (including educational institutions) as well as the perception of the outside world. Thus, interactions between individuals, organizations, communities and countries can be carried out unimpeded by space, time and integrated into the global communications network. Management of the school/university-based digital is managing cultural change, values, and ways to communicate and interact in the education building. Strategic steps undertaken to get to school / university digital is the establishment of an agency that works to provide accelerated programs school/university digital works; work easier for the technical operational issues related to the digital world, he worked his support to all operational difficulties be easy.

Teaching the language is not just transferred the knowledge from educators to students. Moreover, teaching the language must be transformed from an instructor to participant learning. Therefore a teacher must also understand the basic character and culture held by the learner. This broad knowledge must be prepared by those who teach students the language to the participants. Not just a question of mere knowledge, but understanding a teacher should include in-depth aspects in order to obtain optimal results. Learner's culture, the status of languages taught, academic ability, and other capabilities should be owned first by the teacher. Meanwhile mandatory capabilities such as understanding of the methods, strategies and approaches to learning and evaluation will be able to assist a teacher in order to succeed language learning purposes.

Contextual teaching learning (CTL) is an educational process that aims to help students see meaning in academic material they are learning by connecting academic subjects with the context of their daily, which is related to personal circumstances, social, and cultural development. In Contextual teaching and learning (CTL) takes an approach that is more empowering students with the expectations of students able to construct knowledge in their minds, rather than memorizing facts. Besides, students learn through experience rather than memorize, given knowledge of the facts and not a concept readily accepted but something that must be constructed by the students. To achieve this goal include the eight components of the system, the following: making meaningful connections, doing meaningful work, conduct self-regulated learning, collaborate, think critically and creatively, helping individuals to grow and develop, achieving high standards , and using authentic assessment. In learning PAI, CTL developed by focusing on moral or affective touch protege acquired through personal experience that photographing their daily environment. This touch your heart and thoughts will inspire students to practice it.

Education is the interaction between humans and the environment including the natural environment and environmental human being. The interaction is not simply the result of human interaction with nature and with fellow human beings, but rather the result of human potential in an optimal developmet accordance with an open space for the development of innovation and creativity. Islamic education is expected to be further developed so that the Islamic educational institutions have appeal, because it is more outgoing and global dimension. Developmenting quality of human resources require different prerequisites in its implementation, including human life environment should provide opportunities for the development of learners to develop in accordance with the potential available to it. Islamic education in spiritual growth and moral individuals will be able to help strengthen the faith, belief, and recognition of God Almighty, through the legal, moral and religious teachings, thereby guiding learners in implementing faith in God Almighty and a deep understanding of religious teachings and value in life in her behavior, and relationship with Allah SWT with fellow human beings and all creatures, will reinforce the importance of moral education and spirituality in facing globalization.

Islamic education as a science faces a pull of the study of dogmatic theological or philosophical studies. So there is an assumption that the study of Islamic education has been adopting Western philosophy and then looked for justification in Qur’an. From this background, it is necessary to the existence of thought that led to the paradigm of Islamic education as a science from the perspective of ontology, epistemology and axiology. In the study of ontology that Islamic education should have a separate study area with a distinctive style of Islamic education that differentiates it from other sciences such as human, educational function, the purpose of education, education curriculum, students, teachers, teaching methods and approaches, and evaluation based on the teachings of Islam. From the aspect of educational epistemology of Islam must have a way to explore and test the truth of such examining values of Islamic education in a philosophical ideal that exists in the Qur'an and the Hadith as well as empirical studies through pragmatic. The level of educational paradigm axiology as a science should have a value associated benefits and goals such as building science to human welfare, educating and directing humans towards awareness of God, and has the social and vocational skills.

Learning is a necessity in human life. Learning is the primary way human adapt in his life. If someone does not learn then he can not survive, and of course will not work successful. Learning is continuous, informal with different settings, through activities and any activity that is practical. This Article discusses how to encourage students to learn more optimally. This article was written based on the author's experience as a student. There are a few things to note for success in learning is how to follow the lectures, independent learning, group learning how to study the book and how to deal with the exam. All that can be successful if the factors that influence success in learning, such as one's environment, learning tools and learning how to consider each student.

Islamic Boarding School (Pesantren) is the most autonomous institution that can not be on the intervention of any parties. In Islamic Boarding Schools, Kiai has authority in characterizing many activities of pesantren community. Variations of education is also due to differences in conditions sosi-cultural society that surrounds it. Development of the pesantren as an institution engaged in education and socio-religious, must be encouraged. Development of Pesantren must be continued cause of the change of world drastic and dynamic with rapid development, Of course, either directly or indirectly may affect to pesantren. In order for schools to continue to survive, then a few steps can be taken with the strategic development kept the same boarding school as an institution indegious Islamic education in Indonesia.

Institutions of Islamic education in Indonesia today have been growing in many variety. Growth and development are inseperable from the opportunities that surround it. Opportunities of Islamic education development in Indonesia is very large. They are muslim peoples in Indonesia who converted to Islam a-majority, having the concept of a mature theologis, the government is allowing the public to develop the varied Islamic education. However, there are also several challenges, the first is globalization and the development of science and technology, so that Islamic education must adapt to these developments. The Second is academic cultures that are less rooted in academic circles as well as educational practitioners. The third, is the challenge of education among the Reformers, who has always argued that Islamic education is identical with the old-fashioned and backward education. Therefore, the solutions offered that Islamic education should adapt to the technological development, building a strong academic culture and maximize the potential that there is such a stabilization concept operationally.

Islamic education is basically a process of creating human being who is continue, oriented and planned in order to have future generation who is faithful, smart, and even skillful, improving manner and attitude, strengthening personality, and promoting spirit of nation so that it can create humans who can develop their own selves, and collectively responsible of national development. Therefore, two kinds of education, central which basically focus on forming inner heart which emphasize on character, attitude, and personality that responsible of moral, social and religious life; real mature human with peripheral education, human effort to have children maturity with cultural life, to make human in social and cultural aspects need to be well synergized. It does not mean both kind of education cannot meet in one point in order to have ideal human, human who is smart, skillful, and faithful based on the underlying philosophy of our states.

Education is the most important thing to students as guidance to go through the life. In this case, education process has to be designed specifically in terms of students’ development of cognitive, affective, and psychomotor competence. These three aspects need to be developed comprehensively so that academic, social, and creative competence of students can be maximally actualized.

There are large number of hadis related to education, and they are available in al-kutub al-tis’ah. This article explains hadis about education which classified into five sub themes. They are (1) The eminence of educating children. It is found syarah that educating children has more eminence than charity. (2) Urgency of teaching knowledge through education. It is understood that teaching knowledge to others is very important and compulsory for every moslem. (3) Reward for knowledge seeker in education. It is understood that somebody who seek the knowledge in education is going to have reward to be placed in heaven. (4) Concept of fitrah in the world of education. In this case, fitrah of children has to be developed in the process of Islamic education. (5) Shalat education to children. In this hadis, it can be understood that parents’ obligation is to educate their children to do shalat as early as possible since they are seven years old.

Development of science and technology has given an impact to every aspect of this life. It has to be quickly responded by Islamic college students as the effort to cope with various problems as a result of the development. History has proven that Islamic college students have played a significant role in the life our state. They have played their role from time to time in four eras; (1) Values breaker, (2) Physical revolution, (4) Politics inside the campus, (5) Role enhancement of college students in the national development. However, Islamic college students still have to deal with various challenges in the global era related to their status as the intellectual moslem. Those challenges are classified into two perspectives. The first one is internal such as less understanding of moslem society about Islamic principles, less qualification of education, fanaticism of Islamic schools, and friction of among the Islamic community. The second one is external from non moslem community.

Children with high self esteem are characterized by positive views towards themselves in some dimensions such as physical, academic, and social competence as the basis of their confidence, to make children appreciate themselves, bring sense of secure, and accepted by their friends or others. Children with high self esteem will judge their friends or others same as they are. Self esteem development by a teacher is done to serve children with respect, to help them success in school, to serve children without discrimination, threat, humiliation, and discouragement. Children self esteem development can be done through cooperative learning that teach cooperative principles and skills, establish community in the class, develop positive relationship among friends, tolerance towards the differences which simultaneously develop academic competence.

In individual and organizational manner, society has a motivation to establish Islamic education (Pondok Pesantren/ madrasah/ school) in order to meet their needs of education. As a matter of fact, it can be found that the school is built in limited resources. They are supported by the high level of religious spirit. Based on its quantity, percentage of those schools are over than 90% that belong to the society. The rest of them is 10% belong to the government which is categorized as a state school. Spirit of Islamic society to establish educational institution is supported by several things such as, Islamic teaching motive, preservation of parental beneficiary, strengthen of organization (regeneration of human resources empowerment), competition of influence, social demand, messages from the public figures and science development motive. This educational institution establishment motive is certainly has an implication to management and leadership pattern such as management of the institution which is tradition based instead of professional manner based on particular skills such as human skill, conceptual skill, and also technical skills in integrated way. As a result, there is no any fixed plan and also distribution of power equally. Implementation of Islamic education in any motive will get stagnant if it is not professionally and innovatively done. The institution will be exist if there is a change, innovation, professional management, accountability of financial statement, and human resources empowerment. It is necessary for Islamic education institution to have a future oriented thought in order to improve quality of the institution instead of their own group, tribes, and belief.