Article Per Year (5 Year)
p-Index From 2021 - 2026
0.659
P-Index
This Author published in this journals
All Journal Sulesana As-Sulthan Journal of Education
Nabilah, Maryam
Unknown Affiliation
Religion Education Social Sciences

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
PERSEPSI TUKANG BATU DI DESA JENETALLASA TENTANG TAKDIR (ANALISIS TEOLOGIS) Nabilah, Maryam; Indah, Astrid Veranita
Sulesana Vol 18 No 2 (2024)
Publisher : Sulesana: Jurnal Wawasan Keislaman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/sulesana.v18i2.55685

Abstract

Destiny is not only understood as an absolute provision but has a dimension that involves wise planning and determination according to the will and knowledge of Allah SWT. First, with this understanding it provides a foundation for understanding how the concept of destiny in human life, both in theological and practical aspects. Second, the masons in Jenetallasa village understand destiny as a combination of human effort and God's will. They believe that although destiny is a definite provision, humans are still required to try. Destiny in the view of masons, teaches surrender, acceptance, and patience in facing life's challenges. Third, the application of destiny by masons in Jenetallasa village has various ways, namely including effort, prayer, and acceptance of destiny, with variations in the level of surrender and effort made by each individual according to their views on destiny. The implications of the research suggest that understanding destiny has a broad impact on the lives of individuals and society. Therefore, spiritual development that can deepen this understanding can be used as a strategic step to create a more productive, harmonious, and religious society. This type of research is qualitative with a field research approach, namely research conducted by going directly to the location to collect the required data. The author applies the observation method by observing directly and using interview techniques. Interviews are conducted through conversations between two parties, between the author and the informant.
GAMIFICATION IN ISLAMIC RELIGIOUS EDUCATION: STRENGTHENING ISLAMIC CHARACTER BUILDING THROUGH LEARNING THE PROPHET'S SIRAH AT AISYIYAH ELEMENTARY SCHOOL IN CINDOGO, BONDOWOSO Nabilah, Maryam; Sutriani; Dina Mardiana
As-Sulthan Journal of Education Vol. 2 No. 2 (2025): November
Publisher : As-Sulthan Journal of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This qualitative case study examines the application of gamification in Islamic Religious Education (PAI) at Aisyiyah Cindogo Bondowoso Elementary School, focusing on the Sirah Nabawiyah material to strengthen character building and learning motivation of elementary school students. Using the Sygma Daya Insani package, the weekly 90-minute Sirah Nabawiyah Club session incorporates game elements—such as points, badges, quests, and collaborative challenges—into three stages: a reflective opening, game-based Exploration, and character dialogue. Data were obtained through participant observation, in-depth interviews with seven informants, document analysis, and focus group discussions. These data were then analyzed thematically with triangulation to ensure validity. The results show significant improvements in five dimensions of Islamic character—self-confidence, caring, honesty, discipline, and empathy—as evidenced by active participation, honest reporting, and positive behavioral changes at home. Gamification transforms passive memorization into an immersive and meaningful learning experience, connecting the exemplary values ​​of the Prophet Muhammad with real-life practices. This research confirms the role of gamification as a differentiated pedagogy that is inclusive and relevant to the needs of 21st-century Islamic Education (PAI). Further research is recommended to develop open-source and low-tech gamification models for broader replication.
TRANSFORMASI PERAN GURU PENDIDIKAN AGAMA ISLAM DALAM MEWUJUDKAN TRAUMA-SENSITIVE ISLAMIC EDUCATION Nabilah, Maryam
As-Sulthan Journal of Education Vol. 3 No. 1 (2026): Januari
Publisher : As-Sulthan Journal of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to map the construction of the role of Islamic Religious Education (PAI) teachers from the perspective of Trauma-Sensitive Islamic Education (TSIE) in response to the growing need for safe, empathetic pedagogical practices that support students' psycho-spiritual recovery. Using a qualitative approach based on a literature review, this study examines literature related to Islamic pedagogy, trauma psychology, spiritual care, and the concept of trauma-informed education to develop a comprehensive theoretical framework. The analysis was conducted using the Miles & Huberman model, which includes data reduction, data presentation, and conclusion drawing. The results of the study indicate that TSIE reconstructs the role of Islamic Religious Education teachers into four main domains: (1) Trauma-Sensitive Pedagogical Praxis, namely the restructuring of teaching practices that are gentle, predictable, and avoid triggers of trauma; (2) Emotional Counseling, which is providing emotional and spiritual support through empathy, validation, and a calming relational presence; (3) Spiritual Calming Agency, namely the use of prayer, dhikr, and tadabbur as strategies for emotional regulation and inner recovery; and (4) Safe Space Learning Ecology, namely the development of a safe, supportive, and threat-free classroom ecosystem as a foundation for effective learning. This research confirms that TSIE provides a conceptual foundation for Islamic education that is more humanistic, holistic, and responsive to the psychosocial dynamics of students. However, its implementation requires strengthening teacher capacity through trauma sensitivity training and consistent integration of pedagogical-spiritual practices. Further research is needed to empirically test this model through case studies or classroom ethnography.
Co-Authors Astrid Veranita Indah, Astrid Veranita Dina Mardiana Sutriani