Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Jurnal Mu'allim Ihsanika : Jurnal Pendidikan Agama Islam
Salma Maelani Marwah
Unknown Affiliation
Religion Humanities Decision Sciences, Operations Research & Management Education Environmental Science Law, Crime, Criminology & Criminal Justice Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Peran Sentral Muallim: Membimbing Generasi Beriman Dalam Pendidikan Islam Ananda Indriani; Ilma Hasanah; Fachri Ahmad Yasin; MA Muhammad Buchori; Salma Maelani Marwah; Syahidin Syahidin; Muhamad Parhan
IHSANIKA : Jurnal Pendidikan Agama Islam Vol. 2 No. 1 (2024): Maret : IHSANIKA : Jurnal Pendidikan Agama Islam
Publisher : STIKes Ibnu Sina Ajibarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59841/ihsanika.v2i1.743

Abstract

The role of a central teacher (Islamic teacher or educator) has a very significant impact in guiding generations of believers through Islamic education. Islamic education is not just a transfer of religious knowledge, but is also an effort to shape individual character, morals and spirituality. In this context, the central teacher has a big responsibility to form a strong religious understanding and practice in the younger generation. This article explains the role of the central teacher in guiding the generation of believers in Islamic education. Mualim are living role models for students, they are not only teachers, but also role models in morals and religion. In this process, the central teacher becomes an intermediary between tradition and modernity. This article is about the importance of the central role of the teacher in guiding generations of believers through Islamic education, as well as the challenges and opportunities faced in an educational context that continues to develop. Through these efforts, the younger generation can grow into individuals who have faith, morals, and are ready to face the dynamics of the contemporary world.
PENERAPAN AFIRMASI POSITIF DALAM PRAKTIK PEMBELAJARAN PENDIDIKAN AGAMA ISLAM OLEH GURU DI SEKOLAH Salma Maelani Marwah; Agus Fakhruddin; Mokh. Iman Firmansyah
Mu'allim Vol 8 No 1 (2026): Januari 2026
Publisher : Fakultas Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35891/5sv4t902

Abstract

This study aims to deeply explore how Islamic Religious Education (PAI) teachers interpret and apply positive affirmations as an integral part of student character development. This study used a qualitative phenomenological approach, with data collected through in-depth interviews, participant observation, and document analysis. A thematic analysis of the experiences of nine PAI teachers revealed that positive affirmations are not merely motivational techniques, but rather a form of love, trust, and respect for children's potential, expressed through consistent and sincere words. The findings identified transformations in students' attitudes, strengthening of spiritual identity, and behavioral changes rooted in reflective, contextual affirmation practices supported by the teachers' social and emotional environment. The implications of this study emphasize the importance of integrating positive affirmations into a humanistic, spiritual, and sustainable educational strategy. Its contribution to national and global educational development is reflected in its support for SDGs Goal 4 (Quality Education) and SDG Goal 3 (Mental and Emotional Well-being), by transforming the classroom into an ecosystem for the holistic growth of children's character and spirituality. This research enriches the perspective of Islamic pedagogy and underscores the urgency of a humanizing affirmative approach.
Co-Authors Agus Fakhruddin Ananda Indriani Fachri Ahmad Yasin Ilma Hasanah MA Muhammad Buchori Mokh. Iman Firmansyah Muhamad Parhan Syahidin Syahidin