<![CDATA[This research describes the use of Game-Based Learning (GBL), specifically through a role-play approach, in teaching Islamic banking concepts to Sharia Economics students. This study aims to understand how role-play activities—such as acting as a teller, customer role-play, and customer service–customer role-play simulation in simulated Islamic banking transactions. This study adopts a library research design to examine the effectiveness of GBL through role-play simulations in Islamic banking education by analyzing and synthesizing findings from previous empirical studies conducted between 2015 and 2025 in the field of Sharia Economics. The author selected the Teller–Customer and Customer Service–Customer simulations because these roles represent the essential front-line interactions in Islamic financial institutions, where ethical service, effective communication, and strict Sharia compliance are fundamental. Through these real-world simulations, the study successfully transformed traditional, theory-based classroom instruction into a practice-oriented and ethically grounded learning experience. This approach enabled students to develop not only technical competence in Sharia-based financial transactions but also the moral awareness and interpersonal skills necessary for professional performance in the Islamic finance industry. The Teller–Customer simulation provided an interactive, experiential learning environment that connected theoretical Islamic financial concepts with practical application. Students performed realistic teller–customer interactions in a simulated Sharia banking setting, engaging in tasks such as account opening, zakat deposits, and murābaḥah financing. This hands-on experience allowed them to apply Islamic ethical principles such as amānah (trust), ʿadl (justice), and ikhlāṣ (sincerity) in real communication and transaction scenarios. Under instructor supervision, the simulation developed students’ technical competence in handling Islamic banking operations and soft skills such as empathy, communication, and professionalism. Reflection sessions reinforced their moral reasoning, honesty, and fairness, transforming the classroom into a space for both intellectual and ethical growth. Similarly, the Customer Service–Customer simulation immersed students in realistic Sharia-compliant service interactions, emphasizing the integration of knowledge (‘ilm), practice (‘amal), and ethics (akhlāq). Students alternated between the roles of Customer Service Officers (CSOs) and Customers to experience firsthand the values and practices of Islamic banking professionalism. Guided by instructors acting as Sharia supervisors, they engaged in scenarios like product inquiries, complaint resolution, and financing guidance while upholding Islamic communication ethics (adab al-khithāb). The simulation improved students’ mastery of Islamic banking concepts—such as murābaḥah, mudārabah, and wadi‘ah—while fostering ethical traits like honesty, justice, and compassion. Both simulations demonstrated that Game-Based Learning (GBL) through role-play effectively bridges theory and practice, nurturing competence, confidence, and moral integrity in students preparing for careers in Islamic financial institutions.]]>
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