TRANSFORMASI PERAN GURU PENDIDIKAN AGAMA ISLAM DALAM MEWUJUDKAN TRAUMA-SENSITIVE ISLAMIC EDUCATION
Main Article Content
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.
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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
References
Anderson, R. K., Landy, M., & Sanchez, V. (2023). Trauma-informed pedagogy in higher education: Considerations for the future of research and practice. Journal of Trauma Studies in Education, 2(2), 125-140. https://journals.library.appstate.edu/index.php/JTSE/article/view/212
Andolina, M. W., & Conklin, H. G. (2021). Cultivating empathic listening in democratic education. Theory & Research in Social Education, 49(3), 390-417. DOI: https://doi.org/10.1080/00933104.2021.1893240
Andriansyah, M. W., & Kusnadi, S. A. (2024). Hak Kebebasan Berpendapat Di Era Digital Dalam Perspektif Hak Asasi Manusia. Gorontalo Law Review, 7(2), 431-443. DOI: https://doi.org/10.32662/golrev.v7i2.3727
Anstorp, T., Nupen, Å., & Willumsen, T. (2022). The Importance of Trauma-Sensitive Care. In Oral Health Psychology: Psychological Aspects Related to Dentistry (pp. 25-37). Cham: Springer International Publishing. https://link.springer.com/chapter/10.1007/978-3-031-04248-5_2
Ariyani, D. A. D., Dimisyqiyani, E., Aji, G. G., & Sinulingga, R. A. (2026). Representasi Dampak Psikologis Trauma dan Perlawanan melalui Karakter Tokoh Sahir Pada Film Dhoom 3. IKRAITH-EKONOMIKA, 9(2), 210-219. DOI: https://doi.org/10.37817/ikraith-ekonomika.v9i2
Berenguer-Soler, M., García del Castillo-López, Á., & Pineda, D. (2023). Breaking the cycle of emotional flooding: the protective role of women’s emotional intelligence in couple’s conflict. Frontiers in Psychology, 14, 1217513. DOI: https://doi.org/10.3389/fpsyg.2023.1217513
Emerson, D., Pringle, K., Jude, M., Bodine, E., Kempe, E., & Nguyen-Feng, V. N. (2025). Trauma Center Trauma-Sensitive Yoga: Conceptual Components, Facilitation Guides, and Reflections. In The Palgrave handbook of third-wave psychotherapies (pp. 819-841). Cham: Springer Nature Switzerland. https://link.springer.com/chapter/10.1007/978-3-032-00353-9_34
Harahap, D. G. S., Rafi'y, M., Irawan, F., de Lima, C. N., & Riyana, M. (2025). Reflective Inquiry Learning for Early Childhood Neuroplasticity: A Neuroscience Approach in the Indonesia–Papua Border. Muallimun: Jurnal Kajian Pendidikan dan Keguruan, 5(2), 204-220. DOI : https://doi.org/10.23971/muallimun.v5i2.10612
Hasan, M. N., & Quryandina, N. A. N. (2023). HEALING (Healthy Counseling): Ruang Nyaman dan Ruang Aman Bagi Perempuan dan Anak. ALMURTAJA: Jurnal Pendidikan Islam Anak Usia Dini, 2(1), 19-28. DOI: https://doi.org/10.58518/almurtaja.v2i1.1941
Hidayatulloh, M. F. (2025). Mengatasi Trauma Dan Membangun Rekonsiliasi Melalui Pendidikan Kedamaian. Jurnal Wustho, 2(1). https://oj.mjukn.org/index.php/jw/article/view/2483
Khairunnisah, W., Salminawati, S., & Dahlan, Z. (2024). Implementasi Program Budaya Sekolah 5S (Senyum, Salam, Sapa, Sopan, Santun) dalam Menanamkan Religiusitas Siswa (Studi Multisitus). Ideguru: Jurnal Karya Ilmiah Guru, 9(2), 574-580. DOI: https://doi.org/10.51169/ideguru.v9i2.870
Khusna, N. C. Z. (2023). Strategi guru dalam meningkatkan motivasi belajar siswa korban kekerasan seksual di sekolah dasar: Studi kasus di salah satu sekolah dasar negeri di Tulungagung (Doctoral dissertation, Universitas Islam Negeri Maulana Malik Ibrahim).
Lestari, M., Supardi, S., & Lubna, L. (2024). Strategi Guru PAI dalam Meningkatkan Kecerdasan Spritual Siswa Melalui Pendekatan Humanistik. Jurnal Ilmiah Profesi Pendidikan, 9(4), 3108-3116. DOI: 10.29303/jipp.v9i4.2405
Mahmudi, F. (2024). Dampak Cerita Kisah Nabi dan Rasul terhadap Pendidikan Karakter Generasi Muda di Era Digital: Dampak Cerita Kisah Nabi dan Rasul terhadap Pendidikan Karakter Generasi Muda di Era Digital. El-Hayah, 14(1). DOI: https://doi.org/10.22515/elha.v14i1.10657
Maskuro, V. L., & Acetylena, S. (2025). Pengembangan Teknologi Pendidikan Agama Islam Berbasis Nilai-Nilai Pesantren di Madrasah Diniyah Al-Khoirot. QOSIM: Jurnal Pendidikan Sosial & Humaniora, 3(3), 1098-1110. DOI: https://doi.org/10.61104/jq.v3i3.1849
Muslih, M., Izzulhaq, M. I., & Fathoni, T. (2025). Bimbingan Konseling Dalam Menyikapi Perubahan Fisik Dan Emosi Remaja. AL-MIKRAJ Jurnal Studi Islam Dan Humaniora (E-ISSN 2745-4584), 5(2), 331-340. DOI: https://doi.org/10.37680/almikraj.v5i2.6279
Nastiti, M. F., & Hanif, M. M. (2024). Peran Guru Bimbingan Konseling dalam Mendukung Pemulihan Siswa yang Mengalami Trauma Psikologis. Jurnal Ilmu Pendidikan dan Psikologi (JIPP), 2(3), 117-121. https://ipssj.com/index.php/ojs/article/view/636
Nurhasanah, N., Dunya, M. A., Janisa, E., Maulana, A., & Purnama, N. (2024). Penerapan Trauma Healing Pasca Gempa Bumi Melalui Kegiatan Pendampingan Pendidikan Di Sdn Sukamulya Dan SDN Gasol. Jurnal Pengabdian Kepada Masyarakat Abdi Putra, 4(1), 95-102.
Oktamarin, L., Kurniati, F., Sholekhah, M., Nurjanah, S., Oktaria, S. W., Sukmawati, S., & Apriyani, T. (2022). Gangguan kecemasan (axiety disorder) pada anak usia dini. Jurnal Multidisipliner Bharasumba, 1(02), 119-134. DOI : https://doi.org/10.62668/bharasumba.v1i02.192
Proctor, C., Tweed, R. G., & Morris, D. B. (2021). Unconditional positive self-regard: The role of perceived parental conditional regard. The Humanistic Psychologist, 49(3), 400. https://doi.org/10.1037/hum0000168
Puspitasari, D., Insany, G. P., Rohimah, I., Kharisma, I. L., & Widyana, W. (2024). Implementasi Trauma Healing Dan Pendidikan Lingkungan Pada Anak-Anak Pasca Bencana Gempa Bumi Di Desa Cirumput. Jurnal Pengabdian Kepada Masyarakat Abdi Putra, 4(1), 19-27.
Putri, S. W. (2025). Upaya Lembaga Pendidikan dalam Menciptakan Lingkungan Ramah Anak. REAKSI: Jurnal Mahasiswa Manajemen Pendidikan Islam, 1(1), 28-41. https://ejurnal.inhafi.ac.id/index.php/reaksi/article/view/569
Quratul‘Aini, F., Hasibuan, R. Y. A., & Gusmaneli, G. (2025). Peran Pendidikan Islam dalam Membentuk Kecerdasan Emosional Peserta Didik. Moral: Jurnal kajian Pendidikan Islam, 2(2), 34-47. DOI: https://doi.org/10.61132/moral.v2i2.816
Rachman, A. (2023). Pendidikan Hati Sebagai Metode Pemulihan Trauma Berbasis Al-Qur’an Dan Psikologi (Doctoral dissertation, Institut PTIQ Jakarta).
Rahmawati, R. K. N. (2024). Trauma dan Rehabilitasi: Peran Bimbingan Konseling Islam dalam Menyembuhkan Luka Jiwa. Cognitive: Jurnal Pendidikan dan Pembelajaran, 2(1), 37-46. DOI: https://doi.org/10.61743/cg.v2i1.62
Sarman, F., Nelyahardi, N., Rasimin, R., Rahmayanty, D., & Yusra, A. (2024). Menyediakan Ruang Aman: Pelatihan Anti Bullying dan Pengelolaan Konflik untuk Siswa. Wahana Dedikasi: Jurnal PkM Ilmu Kependidikan, 7(2), 267-274. DOI: https://doi.org/10.31851/wdk.v7i2.16850
Susilawati, N., Amira, E. N., & Naim, M. (2025). Peran Guru PAI Dalam Membangun Hubungan Yang Harmonis Antara Pendidik Dan Peserta Didik. Jurnal Akselerasi Merdeka Belajar Dalam Pengabdian Orientasi Masyarakat (Ampoen): Jurnal Pengabdian Kepada Masyarakat, 3(1), 48-56. DOI: https://doi.org/10.32672/ampoen.v3i1.3413
Syafitri, D. Y. (2025). Pemanfaatan Storytelling Digital untuk Meningkatkan Pemahaman Kisah-Kisah Islam pada Siswa di SDN 8 Padang Laweh. JURNAL Studi Tindakan Edukatif (JSTE), 1(3), 106-111. https://ojs.jurnalstuditindakan.id/jste/article/view/247
Wardhana, A. D. (2024). Kecemasan Komunikasi Interpersonal Pada Kepercayaan Diri Siswa Korban Perundungan Di Sekolah Menengah Atas Di Kota Bandung (Doctoral dissertation, Universitas Komputer Indonesia).
Warsah, I., Carles, E., Morganna, R., Anggraini, S., Silvana, S., & Maisaroh, S. (2023). Usaha Guru Mengurangi Kecemasan Belajar Siswa Dalam Pembelajaran Pai. AT-TA'DIB: Jurnal Ilmiah Prodi Pendidikan Agama Islam, 31-48. DOI: https://doi.org/10.47498/tadib.v15i1.1763
Irawati, D., Putri, L., & Syam, H. (2024). TINJAUAN PSIKOLOGIS HUMANISTIK DALAM PEDAGOGIK SPIRITUAL. JURNAL PENDIDIKAN DAN KEGURUAN, 2(2), 379-389. https://jutepe-joln.net/index.php/JURPERU/article/view/602
Cahyani, N. F. (2025). Analisis Pendidikan Akhlak Islam Terpadu: Menumbuhkan Cinta kepada Allah, Rasulullah, Orang Tua, dan Diri Sendiri. Jurnal Intelek Insan Cendikia, 2(6), 12861-12868. https://jicnusantara.com/index.php/jiic/article/view/4132
Busyra, S., & Azizah, N. (2021). Urgensi Kisah Nabi Terhadap Pendidikan Anak Usia Dini. AL AUFA: JURNAL PENDIDIKAN DAN KAJIAN KEISLAMAN, 3(1), 29-41. DOI: https://doi.org/10.32665/alaufa.v3i1.1199
Shifa, D. R., Maharani, C., & Putri, N. F. E. (2025). Pembentukan karakter anak melalui kisah-kisah Nabi dalam Al-Qur’an. Moral: Jurnal kajian Pendidikan Islam, 2(2), 266-271. DOI: https://doi.org/10.61132/moral.v2i2.1005
Khairanis, R., & Aldi, M. (2025). Internalisasi Nilai-Nilai Karakter melalui Pendekatan Pedagogi Humanistik dalam Pembelajaran Bahasa Arab. Sinergi: Jurnal Ilmiah Multidisiplin, 1(1), 19-29. https://publikasi.ahlalkamal.com/index.php/sinergi/article/view/4
Main Article Content
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.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
References
Anderson, R. K., Landy, M., & Sanchez, V. (2023). Trauma-informed pedagogy in higher education: Considerations for the future of research and practice. Journal of Trauma Studies in Education, 2(2), 125-140. https://journals.library.appstate.edu/index.php/JTSE/article/view/212
Andolina, M. W., & Conklin, H. G. (2021). Cultivating empathic listening in democratic education. Theory & Research in Social Education, 49(3), 390-417. DOI: https://doi.org/10.1080/00933104.2021.1893240
Andriansyah, M. W., & Kusnadi, S. A. (2024). Hak Kebebasan Berpendapat Di Era Digital Dalam Perspektif Hak Asasi Manusia. Gorontalo Law Review, 7(2), 431-443. DOI: https://doi.org/10.32662/golrev.v7i2.3727
Anstorp, T., Nupen, Å., & Willumsen, T. (2022). The Importance of Trauma-Sensitive Care. In Oral Health Psychology: Psychological Aspects Related to Dentistry (pp. 25-37). Cham: Springer International Publishing. https://link.springer.com/chapter/10.1007/978-3-031-04248-5_2
Ariyani, D. A. D., Dimisyqiyani, E., Aji, G. G., & Sinulingga, R. A. (2026). Representasi Dampak Psikologis Trauma dan Perlawanan melalui Karakter Tokoh Sahir Pada Film Dhoom 3. IKRAITH-EKONOMIKA, 9(2), 210-219. DOI: https://doi.org/10.37817/ikraith-ekonomika.v9i2
Berenguer-Soler, M., García del Castillo-López, Á., & Pineda, D. (2023). Breaking the cycle of emotional flooding: the protective role of women’s emotional intelligence in couple’s conflict. Frontiers in Psychology, 14, 1217513. DOI: https://doi.org/10.3389/fpsyg.2023.1217513
Emerson, D., Pringle, K., Jude, M., Bodine, E., Kempe, E., & Nguyen-Feng, V. N. (2025). Trauma Center Trauma-Sensitive Yoga: Conceptual Components, Facilitation Guides, and Reflections. In The Palgrave handbook of third-wave psychotherapies (pp. 819-841). Cham: Springer Nature Switzerland. https://link.springer.com/chapter/10.1007/978-3-032-00353-9_34
Harahap, D. G. S., Rafi'y, M., Irawan, F., de Lima, C. N., & Riyana, M. (2025). Reflective Inquiry Learning for Early Childhood Neuroplasticity: A Neuroscience Approach in the Indonesia–Papua Border. Muallimun: Jurnal Kajian Pendidikan dan Keguruan, 5(2), 204-220. DOI : https://doi.org/10.23971/muallimun.v5i2.10612
Hasan, M. N., & Quryandina, N. A. N. (2023). HEALING (Healthy Counseling): Ruang Nyaman dan Ruang Aman Bagi Perempuan dan Anak. ALMURTAJA: Jurnal Pendidikan Islam Anak Usia Dini, 2(1), 19-28. DOI: https://doi.org/10.58518/almurtaja.v2i1.1941
Hidayatulloh, M. F. (2025). Mengatasi Trauma Dan Membangun Rekonsiliasi Melalui Pendidikan Kedamaian. Jurnal Wustho, 2(1). https://oj.mjukn.org/index.php/jw/article/view/2483
Khairunnisah, W., Salminawati, S., & Dahlan, Z. (2024). Implementasi Program Budaya Sekolah 5S (Senyum, Salam, Sapa, Sopan, Santun) dalam Menanamkan Religiusitas Siswa (Studi Multisitus). Ideguru: Jurnal Karya Ilmiah Guru, 9(2), 574-580. DOI: https://doi.org/10.51169/ideguru.v9i2.870
Khusna, N. C. Z. (2023). Strategi guru dalam meningkatkan motivasi belajar siswa korban kekerasan seksual di sekolah dasar: Studi kasus di salah satu sekolah dasar negeri di Tulungagung (Doctoral dissertation, Universitas Islam Negeri Maulana Malik Ibrahim).
Lestari, M., Supardi, S., & Lubna, L. (2024). Strategi Guru PAI dalam Meningkatkan Kecerdasan Spritual Siswa Melalui Pendekatan Humanistik. Jurnal Ilmiah Profesi Pendidikan, 9(4), 3108-3116. DOI: 10.29303/jipp.v9i4.2405
Mahmudi, F. (2024). Dampak Cerita Kisah Nabi dan Rasul terhadap Pendidikan Karakter Generasi Muda di Era Digital: Dampak Cerita Kisah Nabi dan Rasul terhadap Pendidikan Karakter Generasi Muda di Era Digital. El-Hayah, 14(1). DOI: https://doi.org/10.22515/elha.v14i1.10657
Maskuro, V. L., & Acetylena, S. (2025). Pengembangan Teknologi Pendidikan Agama Islam Berbasis Nilai-Nilai Pesantren di Madrasah Diniyah Al-Khoirot. QOSIM: Jurnal Pendidikan Sosial & Humaniora, 3(3), 1098-1110. DOI: https://doi.org/10.61104/jq.v3i3.1849
Muslih, M., Izzulhaq, M. I., & Fathoni, T. (2025). Bimbingan Konseling Dalam Menyikapi Perubahan Fisik Dan Emosi Remaja. AL-MIKRAJ Jurnal Studi Islam Dan Humaniora (E-ISSN 2745-4584), 5(2), 331-340. DOI: https://doi.org/10.37680/almikraj.v5i2.6279
Nastiti, M. F., & Hanif, M. M. (2024). Peran Guru Bimbingan Konseling dalam Mendukung Pemulihan Siswa yang Mengalami Trauma Psikologis. Jurnal Ilmu Pendidikan dan Psikologi (JIPP), 2(3), 117-121. https://ipssj.com/index.php/ojs/article/view/636
Nurhasanah, N., Dunya, M. A., Janisa, E., Maulana, A., & Purnama, N. (2024). Penerapan Trauma Healing Pasca Gempa Bumi Melalui Kegiatan Pendampingan Pendidikan Di Sdn Sukamulya Dan SDN Gasol. Jurnal Pengabdian Kepada Masyarakat Abdi Putra, 4(1), 95-102.
Oktamarin, L., Kurniati, F., Sholekhah, M., Nurjanah, S., Oktaria, S. W., Sukmawati, S., & Apriyani, T. (2022). Gangguan kecemasan (axiety disorder) pada anak usia dini. Jurnal Multidisipliner Bharasumba, 1(02), 119-134. DOI : https://doi.org/10.62668/bharasumba.v1i02.192
Proctor, C., Tweed, R. G., & Morris, D. B. (2021). Unconditional positive self-regard: The role of perceived parental conditional regard. The Humanistic Psychologist, 49(3), 400. https://doi.org/10.1037/hum0000168
Puspitasari, D., Insany, G. P., Rohimah, I., Kharisma, I. L., & Widyana, W. (2024). Implementasi Trauma Healing Dan Pendidikan Lingkungan Pada Anak-Anak Pasca Bencana Gempa Bumi Di Desa Cirumput. Jurnal Pengabdian Kepada Masyarakat Abdi Putra, 4(1), 19-27.
Putri, S. W. (2025). Upaya Lembaga Pendidikan dalam Menciptakan Lingkungan Ramah Anak. REAKSI: Jurnal Mahasiswa Manajemen Pendidikan Islam, 1(1), 28-41. https://ejurnal.inhafi.ac.id/index.php/reaksi/article/view/569
Quratul‘Aini, F., Hasibuan, R. Y. A., & Gusmaneli, G. (2025). Peran Pendidikan Islam dalam Membentuk Kecerdasan Emosional Peserta Didik. Moral: Jurnal kajian Pendidikan Islam, 2(2), 34-47. DOI: https://doi.org/10.61132/moral.v2i2.816
Rachman, A. (2023). Pendidikan Hati Sebagai Metode Pemulihan Trauma Berbasis Al-Qur’an Dan Psikologi (Doctoral dissertation, Institut PTIQ Jakarta).
Rahmawati, R. K. N. (2024). Trauma dan Rehabilitasi: Peran Bimbingan Konseling Islam dalam Menyembuhkan Luka Jiwa. Cognitive: Jurnal Pendidikan dan Pembelajaran, 2(1), 37-46. DOI: https://doi.org/10.61743/cg.v2i1.62
Sarman, F., Nelyahardi, N., Rasimin, R., Rahmayanty, D., & Yusra, A. (2024). Menyediakan Ruang Aman: Pelatihan Anti Bullying dan Pengelolaan Konflik untuk Siswa. Wahana Dedikasi: Jurnal PkM Ilmu Kependidikan, 7(2), 267-274. DOI: https://doi.org/10.31851/wdk.v7i2.16850
Susilawati, N., Amira, E. N., & Naim, M. (2025). Peran Guru PAI Dalam Membangun Hubungan Yang Harmonis Antara Pendidik Dan Peserta Didik. Jurnal Akselerasi Merdeka Belajar Dalam Pengabdian Orientasi Masyarakat (Ampoen): Jurnal Pengabdian Kepada Masyarakat, 3(1), 48-56. DOI: https://doi.org/10.32672/ampoen.v3i1.3413
Syafitri, D. Y. (2025). Pemanfaatan Storytelling Digital untuk Meningkatkan Pemahaman Kisah-Kisah Islam pada Siswa di SDN 8 Padang Laweh. JURNAL Studi Tindakan Edukatif (JSTE), 1(3), 106-111. https://ojs.jurnalstuditindakan.id/jste/article/view/247
Wardhana, A. D. (2024). Kecemasan Komunikasi Interpersonal Pada Kepercayaan Diri Siswa Korban Perundungan Di Sekolah Menengah Atas Di Kota Bandung (Doctoral dissertation, Universitas Komputer Indonesia).
Warsah, I., Carles, E., Morganna, R., Anggraini, S., Silvana, S., & Maisaroh, S. (2023). Usaha Guru Mengurangi Kecemasan Belajar Siswa Dalam Pembelajaran Pai. AT-TA'DIB: Jurnal Ilmiah Prodi Pendidikan Agama Islam, 31-48. DOI: https://doi.org/10.47498/tadib.v15i1.1763
Irawati, D., Putri, L., & Syam, H. (2024). TINJAUAN PSIKOLOGIS HUMANISTIK DALAM PEDAGOGIK SPIRITUAL. JURNAL PENDIDIKAN DAN KEGURUAN, 2(2), 379-389. https://jutepe-joln.net/index.php/JURPERU/article/view/602
Cahyani, N. F. (2025). Analisis Pendidikan Akhlak Islam Terpadu: Menumbuhkan Cinta kepada Allah, Rasulullah, Orang Tua, dan Diri Sendiri. Jurnal Intelek Insan Cendikia, 2(6), 12861-12868. https://jicnusantara.com/index.php/jiic/article/view/4132
Busyra, S., & Azizah, N. (2021). Urgensi Kisah Nabi Terhadap Pendidikan Anak Usia Dini. AL AUFA: JURNAL PENDIDIKAN DAN KAJIAN KEISLAMAN, 3(1), 29-41. DOI: https://doi.org/10.32665/alaufa.v3i1.1199
Shifa, D. R., Maharani, C., & Putri, N. F. E. (2025). Pembentukan karakter anak melalui kisah-kisah Nabi dalam Al-Qur’an. Moral: Jurnal kajian Pendidikan Islam, 2(2), 266-271. DOI: https://doi.org/10.61132/moral.v2i2.1005
Khairanis, R., & Aldi, M. (2025). Internalisasi Nilai-Nilai Karakter melalui Pendekatan Pedagogi Humanistik dalam Pembelajaran Bahasa Arab. Sinergi: Jurnal Ilmiah Multidisiplin, 1(1), 19-29. https://publikasi.ahlalkamal.com/index.php/sinergi/article/view/4