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so musa conceived in his mind a fear.
maka yang demikian menjadikan nabi musa merasa takut sedikit dalam hatinya.
Son Güncelleme: 2014-07-03
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and moses conceived a fear in his mind.
maka yang demikian menjadikan nabi musa merasa takut sedikit dalam hatinya.
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his mind empty after losing his family
fikirannya kosong selepas kehilangan keluarganya
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he changed his mind and still want to work with us
wild
Son Güncelleme: 2020-07-20
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so he conceived in his mind a fear on account of them.
(setelah dilihatnya mereka mereka tidak menjamah makanan itu), maka ia merasa takut dari keadaan mereka.
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his mind be empty because surprised by bad news received morning
fikirannya menjadi kosong kerana terkejut dengan berita buruk yang diterima pagi tadi
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his anxiety lingered since it was attached to the base of his mind
bunga-bunga kebimbangan menguntum di kelopak hatinya
Son Güncelleme: 2020-09-04
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and have in his mind no favour from anyone for which a reward is expected in return,
sedang ia tidak menanggung budi sesiapapun, yang patut di balas,
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read whatever is revealed to you from the book of your lord. no one can change his words and you can never find any refuge other than him.
dan baca serta turutlah apa yang diwahyukan kepadamu dari kitab tuhanmu; tiada sesiapa yang dapat mengubah kalimah-kalimahnya; dan engkau tidak sekali-kali akan mendapat tempat perlindungan selain daripadanya.
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and perfected is the word of thy lord in veracity and in justice. and none can change his words. and he is the hearer, the knower.
dan telah sempurnalah kalimah tuhanmu (al-quran, meliputi hukum-hukum dan janji-janjinya) dengan benar dan adil; tiada sesiapa yang dapat mengubah sesuatupun dari kalimah-kalimahnya; dan dia lah yang sentiasa mendengar, lagi sentiasa mengetahui.
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and recite that which hath been revealed unto thee of the scripture of thy lord. there is none who can change his words, and thou wilt find no refuge beside him.
dan baca serta turutlah apa yang diwahyukan kepadamu dari kitab tuhanmu; tiada sesiapa yang dapat mengubah kalimah-kalimahnya; dan engkau tidak sekali-kali akan mendapat tempat perlindungan selain daripadanya.
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and the word of your lord has been accomplished truly and justly; there is none who can change his words, and he is the hearing, the knowing.
dan telah sempurnalah kalimah tuhanmu (al-quran, meliputi hukum-hukum dan janji-janjinya) dengan benar dan adil; tiada sesiapa yang dapat mengubah sesuatupun dari kalimah-kalimahnya; dan dia lah yang sentiasa mendengar, lagi sentiasa mengetahui.
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and the word of your lord is complete in truth and justice; there is none to change his words; he is the all hearing, the all knowing.
dan telah sempurnalah kalimah tuhanmu (al-quran, meliputi hukum-hukum dan janji-janjinya) dengan benar dan adil; tiada sesiapa yang dapat mengubah sesuatupun dari kalimah-kalimahnya; dan dia lah yang sentiasa mendengar, lagi sentiasa mengetahui.
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and certainly we created man, and we know what his mind suggests to him, and we are nearer to him than his life-vein.
dan demi sesungguhnya, kami telah mencipta manusia dan kami sedia mengetahui apa yang dibisikkan oleh hatinya, sedang (pengetahuan) kami lebih dekat kepadanya daripada urat lehernya,
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on a clear day,mark was wandering along the beach near his house. he was heading to a resting place to calm his mind while watching the sun rise
pada hari yang cerah,mark berhalan di sepanjang pantai berhampiran rumahnya.dia sedang menuju ke tempat berehat untuk menenangkan fikiranya sambil melihat matahari terbit
Son Güncelleme: 2022-07-16
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and recite (and teach) what has been revealed to thee of the book of thy lord: none can change his words, and none wilt thou find as a refuge other than him.
dan baca serta turutlah apa yang diwahyukan kepadamu dari kitab tuhanmu; tiada sesiapa yang dapat mengubah kalimah-kalimahnya; dan engkau tidak sekali-kali akan mendapat tempat perlindungan selain daripadanya.
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except the one who may have repented (after those sins) and have believed and done righteous works, for then allah will change his evil deeds into good deeds, and he is very forgiving and merciful.
kecuali orang yang bertaubat dan beriman serta mengerjakan amal yang baik, maka orang-orang itu, allah akan menggantikan (pada tempat) kejahatan mereka dengan kebaikan; dan adalah allah maha pengampun, lagi maha mengasihani.
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he who thinks that god will not help him in this world and the next should stretch a rope to the sky then cut it off and see if his mind is relieved (of doubts) by this stratagem.
sesiapa yang menyangka bahawa allah tidak sekali-kali akan menolong nabi muhammad dalam dunia ini dan di akhirat kelak, maka hendaklah ia menghulurkan tali (serta mengikatnya) di bumbong rumahnya, kemudian hendaklah ia menjerut lehernya (supaya ia mati tercekek); dalam pada itu hendaklah ia memikirkan lebih dahulu, adakah tipu dayanya itu dapat menghapuskan sebab-sebab yang menimbulkan kemarahannya?
Son Güncelleme: 2014-07-03
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the months for hajj are well known to all; whoever makes up his mind to perform hajj during these fixed months, let him totally abstain from all sorts of sexual indulgence, wickedness and wrangling during the hajj and remember that allah knows whatever good you do.
(masa untuk mengerjakan ibadat) haji itu ialah beberapa bulan yang termaklum. oleh yang demikian sesiapa yang telah mewajibkan dirinya (dengan niat mengerjakan) ibadat haji itu, maka tidak boleh mencampuri isteri, dan tidak boleh membuat maksiat, dan tidak boleh bertengkar, dalam masa mengerjakan ibadat haji.
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challenges challenges are game tasks or exercises. depending on genre games can have physical, economical, conceptual, tactical, logistic, exploration and logic challenges (adams, 2009). most of the educational exercises are related with the conceptual and logic challenges. the easiest method to implement game like challenges is to design exercises like quizzes that require active interaction and participation (cheong, cheong, & filippou, 2013). when project or problem-based learning is implemented, students can plan and choose between different strategies. some organise physical activities combined with learning tasks for activating students (e.g., mobile learning guided tours) (hansen, 2005). economical challenges can be related with game-like assignments where students collect items for solving exercises. those items can be used in the next assignments (e.g., materials for crafting) (sheldon, 2011). 2.1 resource accumulation accumulating resources: finding, unlocking, collecting and managing limited resources are the core elements of game economical challenges. examples of economical challenges vary from accumulating resources (also points) to achieving balance in ecosystem or taking care of living things (adams, 2009). teachers can provide in-game “currency” for students for certain achievements. later they can change his currency with items that are useful for solving further challenges (like drawing sets or software licenses) (sheldon, 2011). 2.2 creative play creative play is related with the possibility to design game elements from smaller items like weapons and vehicles to entire game words like game levels. in the construction and management game genre main challenges are based on creativity (adams, 2009). creative play is similar to the problem- or project-based learning or to inquiry-based learning where the starting point (problem or idea) is set but the outcome can be different – depending on the selection of content and methods. competition scoreboard fight big boss challenges resource accumulation creative play decision making 7 2.3 decision making making decisions is central part in all game challenges (costikyan, 2002). even shooting games are related with the decisions like run or attack. in the strategy games all challenges are related with decisions. players are forced to make decisions in order to proceed. decision-making is part of the interaction. in some genres decisionmaking is related with moral choices (ethical aspects of the game). researchers have found that games can teach making decision (prensky, 2007) because they generate safe environment for failing. business simulators are classical examples of using games for learning decision-making through authentic tasks (kiili, 2005). games teach to take risks (prensky, 2007). usually, players fail with the mission several times before they reach to the goal. although teachers have access to educational patterns like three bears, mission impossible and mistake (bergin et al., n.d.) that try to reduce the students’ fear towards failure, traditional schools are punishing and discouraging students for failures with negative grades. 2.4 risk risk is a game element that is most difficult to integrate with the course design. risk can be created with the help of uncertainty. uncertainty can be achieved with the help of luck (or chance or randomness). but it can be generated also with the help of hidden information that will be revealed when player takes risk or generated by the action of the opposite player (adams, 2009). at the same time using the luck in educational conditions can teach the chance seeking (bardone, 2012). in the educational conditions risk can be implemented for example in the format of quiz between two students. risk requires reward. some games are heavily based on randomness (e.g., gambling) but players prefer to believe that their achievements are based on skills (adams, 2009) and not on luck. therefore randomness should be used rarely and with caution. in the educational conditions randomness can be used by rolling the dice for selecting the student who has to make a presentation (sheldon, 2011). decision making safe environment moral and ethics challenges interactions uncertainty luck (chance) unknown information opponent’s actions
Son Güncelleme: 2020-10-18
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