Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal Solo Universal Journal of Islamic Education and Multiculturalism
Jobeda Khanom
Faculty of Islamic Studies, The University of Chittagong
Religion Humanities Education Languange, Linguistic, Communication & Media Other

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Mapping Global Trends and Scholarly Networks in Multicultural Education Curriculum: A Bibliometric Study Jobeda Khanom; Muthoifin; Andri Nirwana AN; Salma Nasrin
Solo Universal Journal of Islamic Education and Multiculturalism Vol. 3 No. 02 (2025): Solo Universal Journal of Islamic Education and Multiculturalism
Publisher : Walidem Institute and Publishing (WIP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61455/sujiem.v3i2.518

Abstract

Objective: This study aims to analyze global trends, collaboration, and scientific contributions in the multicultural education curriculum during 2000–2024. Theoretical framework: This research is based on the concept of multicultural and inclusive education and uses a bibliometric approach to map the development and structure of research. Literature review: The literature review comes from Scopus publications that discuss multicultural education, curriculum, and inclusivity, which shows an increasing concern for diversity in education. Methods: The method used was a bibliometric analysis of 532 Scopus publications, with analysis of keywords, authors, institutions, publication trends, and state contributions. Results: The results show an increase in publications by 13.05% per year. Collaboration is quite high, but international cooperation is still limited. The United States is a major contributor, with key themes such as cultural competence, diversity, and intercultural education. Implications: This research is useful for curriculum developers and policymakers to strengthen inclusive and diversity-based education, including in the context of Islamic education. Novelty: The novelty of this research lies in a comprehensive bibliometric analysis in mapping global trends, themes, and collaborations in multicultural education.
Community-Based Multicultural Education: Local Wisdom and Islamic Principles for Sustainable Urban Harmony Mahmudulhassan; Jobeda Khanom; Md Tarequl Islam
Solo Universal Journal of Islamic Education and Multiculturalism Vol. 3 No. 03 (2025): Solo Universal Journal of Islamic Education and Multiculturalism
Publisher : Walidem Institute and Publishing (WIP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61455/sujiem.v3i03.642

Abstract

Objective: As a tangible effort to promote peace and support Sustainable Development Goal 16 (SDG 16), this community engagement project aims to foster sustainable social harmony and cross-cultural understanding within the multicultural society of Solo (Surakarta), Indonesia. Theoretical framework: The initiative is grounded in a framework of cultural integration and social cohesion, which posits that blending local wisdom with Islamic principles provides a robust foundation for inclusive urban living. Literature review: Prior scholarship highlights that urban multicultural settings often face social friction; however, integrating faith-based ethics and indigenous cultural values effectively bridges intergroup divides and enhances respectful interfaith communication. Method: The program employs a participatory approach, actively involving local government, community institutions, and diverse ethnic and religious groups. Key interventions included intercultural discussion workshops, cultural awareness training, and public peace advocacy campaigns designed to promote inclusive dialogue. Results: The results demonstrate that participants experienced significant increases in cultural awareness, intergroup appreciation, and active social participation. Furthermore, the initiative effectively lowered social tensions, fostered deep-rooted tolerance, and encouraged broader community engagement in SDG-aligned local development processes. Implications: This project illustrates how community-driven educational models can inform municipal policymaking, providing actionable strategies for urban administrators to enhance peacebuilding and build resilient, harmonious cities. Novelty: The uniqueness of this work lies in its integrative, participatory strategy that synergizes Islamic principles and local wisdom into a reproducible practical model for managing urban multiculturalism and fostering peaceful cohabitation.
The Crisis and Reconstruction of Islamic Educational Thought: A Philosophical Analysis of Knowledge, Identity, and Modernity Jobeda Khanom; Nourelhuda Elmanaya; Qiyadah Robbaniyah
Solo Universal Journal of Islamic Education and Multiculturalism Vol. 4 No. 01 (2026): Solo Universal Journal of Islamic Education and Multiculturalism
Publisher : Walidem Institute and Publishing (WIP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61455/sujiem.v4i01.644

Abstract

Objective: This research aims to critically analyze the crisis and reconstruction of Islamic educational thought through a philosophical study of the concepts of knowledge, identity, and modernity. The main focus is to understand the philosophical basis that underlies Islamic education in the midst of contemporary knowledge changes. Theoretical framework: The theoretical framework rests on the relationship between revelation, ratio, ethical formation, and social transformation in the Islamic educational tradition. This framework is used to analyze the tension between Islamic epistemology and the paradigm of modern knowledge. Literature review: The literature review covers the classical Islamic educational tradition as well as contemporary intellectual debates on the relationship between revelation, reason, and modern knowledge systems. The literature is used to identify epistemological crises, identity issues, and challenges of modernity in Islamic education. Method: The research uses a philosophical inquiry approach by philosophically analyzing the classical Islamic educational tradition and contemporary thought. This approach is used to critically examine the foundation of knowledge, educational goals, and human development in the context of modernity. Results: The results of the analysis show that the crisis of Islamic education is related to the tension between inherited epistemological traditions and modern paradigms that tend to separate scientific rationality from spiritual and ethical dimensions. The reconstruction of Islamic education requires an integrative epistemological framework. Implications: The findings imply that Islamic educational reform needs to be directed not only at the modernization of institutions or curricula, but also at the philosophical reconstruction of human knowledge and development. Education needs to integrate knowledge, ethical formation, and Muslim identity in the face of contemporary reality. Novelty: The novelty of the article lies in the placement of the crisis of Islamic education as a philosophical and epistemological problem, not merely an institutional or pedagogical problem. The article offers the idea of reconstructing Islamic education through the integration of modern knowledge with the philosophical foundation of Islam.
Co-Authors Andri Nirwana AN Mahmudulhassan Md Tarequl Islam Muthoifin Nourelhuda Elmanaya Qiyadah Robbaniyah Salma Nasrin