Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal Solo Universal Journal of Islamic Education and Multiculturalism
Mahmudulhassan
Faculty of Islamic Education, Islamic Arabic University, Dhaka
Religion Humanities Education Languange, Linguistic, Communication & Media Other

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Exploring the Dynamics of Student Motivation and Behavior: A Qualitative Analysis of Influencing Factors and Effective Interventions Mahmudulhassan; Muhammad Abuzar; Saif Uddin Ahmed Khondoker; Obydur Rahman
Solo Universal Journal of Islamic Education and Multiculturalism Vol. 2 No. 03 (2024): 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.v2i03.202

Abstract

Objective: This study investigates the key factors influencing student motivation and behavior in higher education, with a specific emphasis on student engagement, counseling, and mental health services. The main objective is to understand how these components contribute to students’ academic and personal development, enhance their learning experiences, and foster a healthy and inclusive campus environment. Theoretical framework: The theoretical framework draws from Self-Determination Theory (SDT), which highlights the significance of autonomy, competence, and relatedness in motivating individuals. Literature review: The literature review supports the role of student-centered support systems, particularly mental health and counseling services, as essential for academic persistence and emotional resilience. Methods: A qualitative research approach was adopted, employing focus groups and in-depth interviews with a diverse set of participants. These included faculty members across various disciplines, professional counselors, mental health practitioners, and students. Results: The study reveals that intrinsic motivation—fostered through an inclusive and supportive academic culture—is a major determinant of student success. Students who actively engage in academic and extracurricular activities demonstrate more positive behavior and show higher levels of motivation and resilience. Counseling and mental health services play a crucial role in helping students navigate emotional and psychological stress, thus sustaining their engagement and well-being. Implications: The findings have significant implications for higher education institutions. They underscore the need to prioritize mental health services and student engagement programs as core components of student success strategies. Institutions should create opportunities for leadership, peer support, and inclusive learning to strengthen students’ sense of belonging and community. Novelty: The novelty of this study lies in its integrated perspective, combining academic, psychological, and social dimensions to propose a holistic model for fostering student motivation and behavior.
Student-Centered Learning to Prevent Radicalization at Islamic Junior Schools in Surakarta Indonesia Waston; Mahmudulhassan; Andri Nirwana; Muthoifin; Ishmah Afiyah; Nuha
Solo Universal Journal of Islamic Education and Multiculturalism Vol. 2 No. 03 (2024): 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.v2i03.207

Abstract

Youth radicalization presents serious threats to the peace and stability of society, particularly in educational environments. The purpose of this study is to investigate how Student-Centered Learning (SCL) at Islamic Junior Schools functions as a deterrent to radicalization. Critical thinking, inclusivity, and active student involvement are all promoted by SCL and are essential in lowering a person's vulnerability to extreme views. This study investigates the use of SCL in promoting an inclusive learning environment through a qualitative method that includes teacher and student interviews. The results show that SCL encourages critical thinking and respect for one another, assisting students in interacting with a range of perspectives and fending off extreme influences. However, obstacles including insufficient training for teachers and a lack of resources prevent SCL from reaching its full potential in counter-radicalization initiatives. To optimize the effectiveness of SCL as a preventive measure against radicalization, the study emphasizes the necessity of professional growth and institutional support. Educational officials and organizations hoping to establish more secure and welcoming learning environments should take note of these findings.
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.
Co-Authors Andri Nirwana AN Ishmah Afiyah Jobeda Khanom Md Tarequl Islam Muhammad Abuzar Muthoifin Nuha Obydur Rahman Saif Uddin Ahmed Khondoker Waston