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Solo Universal Journal of Islamic Education and Multiculturalism
Published by Walidem Institute and Publishing
ISSN : -     EISSN : 29883520     DOI : 10.61455/sujiem
Core Subject : Religion, Humanities, Education,
Religion Humanities Education Languange, Linguistic, Communication & Media Other
Focus: The focus of Sujiem is the leading journal in the field of Islamic education and multiculturalism. The journal promotes research and scholarly discussion concerning Islamic Education in Academic disciplines, focusing on the advancement of scholarship both formal and non-formal education, within the framework of multiculturalism. Scope: The scope of this journal includes: - Islamic Education and Multiculturalism - Islamic Education and Democracy - Islamic Education and Leadership - Islamic Educational in Madrasah (Islamic Schools) - Islamic Educational in Pesantren (Islamic Boarding School) - Islamic Educational in University. - Islamic Education for Disabilities - Islamic Education Thought - Management of Islamic Education - Progressive Islamic Education - Traditional and Conservative Islamic Education - Technology in Islamic Education - Community-Based Islamic Education
Arjuna Subject : Seni dan Humaniora - Studi Agama
Articles 94 Documents
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Student Consumerism and Critical Thinking in Islamic Higher Education: Testing A Service Orientation Entitlement Mechanism in Indonesia Ardiansyah; Viki Bayu Mahendra; Muhammad Jauhari Muhsin; Guretno Nasikatul Bariroh; Intan Hasna Auliya; Aufina Rusyda Amrina; Ahmad Mufakkir Rofif
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.v4i01.636

Abstract

Objective: This study investigates how undergraduate students' perceptions of institutional service orientation connect to a consumer-style educational identity, and how that identity relates—through academic rigour and grade entitlement as distinct norm-pathways—to critical-thinking disposition in one Indonesian Islamic higher-education institution. Theoretical framework: Drawing on educational marketisation and student-consumer identity scholarship, the study treats perceived service orientation (PSO) as an institutional signal and students-as-customers mindset (SAC) as an individually internalised stance. Academic rigour (AR) and grade entitlement (GE) are positioned as theoretically divergent pathways through which consumer identity may reach epistemic outcomes. Literature review: Previous studies have mainly discussed student consumerism in relation to academic performance, satisfaction, and learning. However, few studies have examined its relationship with critical thinking through academic rigour and grade entitlement, especially in Indonesian Islamic higher education. Method: A cross-sectional online survey produced 155 usable responses from one Indonesian Islamic institute. Five reflective constructs were assessed with theory-informed Likert items. A frozen 16-indicator model was evaluated using reflective PLS path modelling, 5,000 bootstrap resamples, percentile confidence intervals, HTMT, inner VIF, R², f², specific indirect effects, and out-of-sample Q²_predict. Results: PSO predicted SAC (β=.309, p<.001). SAC was strongly associated with GE (β=.487, p<.001) but not with AR. AR positively predicted critical-thinking disposition (β=.353, p<.001). Against expectations, GE was positively associated with self-reported critical-thinking disposition (β=.208, p=.011). Significant indirect effects were SAC→GE→CTD (β=.101, p=.013) and PSO→SAC→GE→CTD (β=.031, p=.041). Implications: Institutions need to explicitly separate service responsiveness from guarantees of academic outcomes while ensuring assessment practices sustain genuine cognitive demand. Novelty: Rather than treating marketisation as uniformly corrosive, this study identifies grade entitlement—not reduced academic rigour—as the visible pathway through which consumer identity operates, sharpening both the theoretical account and the policy focus.
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.
Improving the Quality of Islamic Religious Education in Indonesian Senior High Schools: A Comparison of KTSP and Kurikulum Merdeka Abdul Fikri; Supriyanto Abdi; Sutrisno; Lilik Istiqomah
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.v4i01.650

Abstract

Objective: This study aims to explore changes in the quality of Islamic Religious Education (IRE) at the high school level in the context of the implementation of KTSP (Kurikulum Tingkat Satuan Pendidikan) and the Independent Curriculum. The focus of the analysis includes the objectives, development foundations, and efforts to improve the quality of IRE in both curricula. Theoretical framework: The research framework focuses on the concept of changing and improving the quality of IRE learning through the comparison of the characteristics of KTSP and the Independent Curriculum. The study is directed at the curriculum objectives, the basis for development, and the orientation to improve the quality of education and the character of students. Literature review: A literature review uses journals and books relevant to Islamic education, curriculum development, and improvement of IRE learning quality. The literature is used as secondary data to strengthen analysis of changes in curriculum policies and practices.  Method: The research uses a qualitative approach with a critical analysis method. Primary data is in the form of regulations related to IRE subjects in KTSP and the Independent Curriculum, while secondary data comes from relevant journals and books. Results: The improvement in the quality of IRE at the high school level in the Independent Curriculum is especially seen in the addition of several learning topics that are relevant to current conditions. More broadly, improving the quality of education includes changes in learning paradigms, simplification of teaching tools, evaluation, strengthening the role of teachers, and co-curricular activities. Implications: The implementation of the Independent Curriculum needs to be understood as a more comprehensive change in improving the quality of education. Novelty: The novelty of the research lies in a critical analysis of the transformation of the quality of IRE by comparing the KTSP and the Independent Curriculum directly. The research also places the changes in IRE in the context of improving the quality of education and strengthening character through the Pancasila Student Profile.

Page 10 of 10 | Total Record : 94

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