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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 68 Documents
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The Transforming Moral Values in Muslim Youth: Islamic Philosophy and Educational Practice at MTs Sholihiyyah in Global Perspective Mujiburrohman; Hidayah, Nur; Abdunrorma Samaalee
Solo Universal Journal of Islamic Education and Multiculturalism Vol. 3 No. 2 (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.v3i2.408

Abstract

Objective: This study aims to understand the shift in moral values among Muslim students and analyze how Islamic philosophical values are implemented in the educational process at MTs Sholihiyyah Kalitengah. Theoretical framework: The theoretical framework in this study is based on Islamic philosophy that emphasizes fundamental values such as the oneness of God (monotheism), morality, responsibility, and wisdom. These values are seen as an ethical basis in the formation of students' character. Literature review: The literature review includes a study of moral decay among Muslim students, the influence of digital culture on adolescent behavior, and the urgency of education based on Islamic ethical values. In addition, the role of teachers in transforming Islamic philosophical values through Islamic Religious Education subjects is also examined. Methods: This study uses a qualitative approach with data collection techniques in the form of interviews and in-depth discussions with three Islamic Religious Education (PAI) teachers who teach the subjects of Moral Beliefs, Fiqh, and Al-Qur'an Hadith at MTs Sholihiyyah Kalitengah. Results: The results of the study showed a significant shift in students' moral behavior influenced by digital culture, lack of attention from family, and lack of optimal instilling of ethical values in the learning process. Despite these challenges, teachers still strive to apply Islamic philosophical values in teaching and learning activities. Implications: The importance of integrating Islamic philosophical values more systematically into curricula and learning strategies to strengthen the character and morals of Muslim students in the face of modern cultural challenges. Novelty: This research offers a new perspective by associating the phenomenon of moral decline of students with the weak application of Islamic philosophy values in daily education, as well as providing Islamic philosophy-based solutions for character formation in secondary educational institutions.
Negotiating Muslim Youth Identity in Southeast Asia: Psychosocial and Islamic Educational Perspectives Alwy Ahmed Mohamed; Triono Ali Mustofa; Mahmudulhassan; Mariam Elbanna
Solo Universal Journal of Islamic Education and Multiculturalism Vol. 3 No. 2 (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.v3i2.410

Abstract

Objective: This study explores the identity crisis among Southeast Asian youth shaped by political instability, cultural pluralism, modernization, and colonial legacies. It examines how Islamic ethics, psychosocial theory, and critical pedagogy can support resilient identity formation. Theoretical framework: Grounded in Erikson’s psychosocial theory, Giroux’s critical pedagogy, and Islamic concepts of selfhood (nafs), moral growth (tazkiyah), and communal belonging (ummah), this research offers a holistic lens on identity construction. Literature review: Existing studies overlook the integration of Islamic thought with Western developmental and pedagogical models in Southeast Asia. Although Islamic schools influence youth identity, their deeper psychosocial and moral roles remain underexplored in Indonesia, Malaysia, and Southern Thailand. Method: Using a qualitative, interdisciplinary approach, the study draws from ethnographic case studies, visual data, and interviews. Islamic doctrinal analysis is applied to assess faith-based coping mechanisms and moral development. Results: Identity is shown to be a dynamic, negotiated process. Islamic institutions provide moral clarity and psychological support, while the proposed Dual-Intervention Model, blending critical pedagogy with spiritual introspection, enhances youth resilience and ethical grounding. Implications: The findings inform educators and policymakers seeking to align Islamic education with psychosocial development. The model offers a culturally rooted, interdisciplinary solution to youth identity fragmentation in postcolonial contexts. Novelty: This study introduces a dual-theoretical framework that fuses Islamic ethics with psychosocial and pedagogical theory to build a context-specific approach to identity formation.
Islamic Educational Leadership Trends: Interlinking Leadership, Human Development, and Sustainability Abdulrohim E-sor; Md. Ishaque
Solo Universal Journal of Islamic Education and Multiculturalism Vol. 3 No. 2 (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.v3i2.411

Abstract

Objective: This research aims to explore emerging trends and key themes in the Islamic Educational Leadership literature, with a focus on their relationship to human development and sustainability. The study also seeks to identify influential topics and emerging keywords, thereby filling the gap in data-driven integrated analysis in these areas. Theoretical framework: Combines Islamic Educational Leadership Theory, Organizational Change Theory, and Sustainable Development principles, with the support of transformational, distributed leadership theory, and Human Capital Theory to link educational practices, individual development, and socio-economic-environmental well-being. Literature review: Transformational and distributed leadership play a role in curriculum innovation, HR quality improvement, and sustainable practices. Comprehensive bibliometric studies that map keywords, authors, and clusters are still rarely conducted. Method: This study uses a quantitative approach through bibliometric analysis and network analysis of 596 academic documents obtained from the Scopus database (period 2020–2025). Bibliometric analysis is used to evaluate publication patterns, citation rates, and influential authors, while network analysis maps the relationships between keywords, author collaboration, and the formation of research clusters. Results: The results of the analysis show the existence of a collaborative and cross-disciplinary research environment, with three main thematic clusters: (1) curriculum design and innovation, (2) leadership and human development, and (3) sustainability in higher education. In addition, new keywords were found that represented emerging research trends. Implications: Provide strategic guidance for practitioners and policymakers in professional development, the application of sustainable practices, and future research directions. Novelty: A recent analysis (2020–2025) that integrates education leadership, human development, and sustainability uncovers new trends and linkages that have not been documented.
Digital Literacy in Multicultural Islamic Education: Evolution, Trends, and Systematic Mapping Hanip Hidayatulloh; Ishmah Afiyah
Solo Universal Journal of Islamic Education and Multiculturalism Vol. 3 No. 2 (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.v3i2.415

Abstract

Objective: This study aims to investigate the evolution of digital literacy in multicultural Islamic education by mapping its development, dominant themes, and academic contributions from 2011 to 2025. The central objective is to identify how digital literacy has been conceptualized and integrated within Islamic educational contexts, particularly in relation to multicultural values and global educational transformations. Theoretical framework: This research is grounded in the interdisciplinary framework that connects digital literacy, multiculturalism, and Islamic pedagogy, positioning digital skills not only as technical competencies but also as ethical and cultural capital aligned with Islamic values. Literature review: The literature review highlights growing scholarly attention to the intersection of digital literacy and Islamic education, with emerging themes including religious moderation, online pedagogy, technological adaptation in teaching, and the role of artificial intelligence. However, existing works often remain fragmented, lacking a comprehensive synthesis that situates these issues within a broader global and multicultural perspective. Method: The study employs a Systematic Literature Review (SLR) combined with bibliometric analysis of Scopus-indexed publications, applying the PRISMA protocol for article selection. Twenty-six relevant studies were identified and analyzed using VOSviewer and R (Bibliometrix) software. Quantitative mapping explored publication trends, collaboration networks, and keyword co-occurrence, while qualitative synthesis examined thematic clusters and theoretical contributions. Results: Findings indicate a significant rise in publications since 2020, with Indonesia emerging as a central hub of research in this field. Dominant themes include integrating digital literacy with Islamic values, strengthening religious moderation, preparing teachers and lecturers for technological change, expanding online learning practices, and exploring artificial intelligence as a pedagogical tool. Implications: The implications of this study are twofold: theoretically, it advances the conceptualization of digital literacy in Islamic education as an interdisciplinary and multicultural construct; practically, it offers insights for curriculum development, educational policies, and strategies to strengthen adaptive digital competencies. Novelty: The novelty of this research lies in its systematic mapping of digital literacy within multicultural Islamic education, providing the first comprehensive overview that bridges bibliometric evidence with thematic synthesis across a global and interdisciplinary landscape.
Integration of Islamic Calligraphy into Tsangaya Education: Assessing Feasibility and Social Acceptance in Maiduguri, Nigeria Shettima, Abubakar; Mohammed Bukar; Jibrin Muhammad Habib; Abba Alhaji Bukar
Solo Universal Journal of Islamic Education and Multiculturalism Vol. 3 No. 2 (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.v3i2.434

Abstract

Objective: This study aims to examine the integration of Arabic calligraphy in the Tsangaya education system in Maiduguri, focusing on the perception and readiness of key stakeholders, namely teachers, students, as well as parents, and community leaders. Theoretical framework: this research focuses on cultural and religious-based education, especially on how traditional skills such as Arabic calligraphy can enrich the curriculum of non-formal Islamic education in a local context. Literature review: Relevant literature reviews may include previous research on Tsanganaya education, the learning of Arabic calligraphy in Islamic education, and the role of cultural and religious values in alternative education systems. Method: The method used in this study was a quantitative approach with data collection through a structured questionnaire distributed to 258 respondents, consisting of 45 teachers, 150 students, and 63 parents. The collected data were analyzed using descriptive statistics and inferential tests, including one-way ANOVA and Scheffé's post hoc analysis. Results: The results show that most of the respondents have a positive view of the integration of Arabic calligraphy. As many as 73.3% of teachers believe that calligraphy can add value to Tsangaya's education and are willing to take training to teach it. On the other hand, 76.6% of students expressed interest in learning calligraphy, and 80% of them thought that calligraphy skills would improve their Arabic writing skills. In addition, 84.2% of parents support integrating calligraphy in the curriculum, citing its cultural and religious significance. However, the study also identified several challenges, such as the limited number of qualified teachers (only 38.8%) and the lack of adequate teaching materials (41.9%). Implications: these findings point to the need for more strategic policies related to teacher training, curriculum adaptation, and the provision of adequate resources to support effective implementation. Novelty: this research lies in its approach that examines the integration of traditional cultural skills in the local Islamic education system, as well as the presentation of empirical data that show broad support from various stakeholders for this innovation, which has not been systematically studied in the existing literature.
Entrepreneurship Education and Multicultural Values in Nigeria: A Strategy for Job Creation and Unemployment Reduction Aroyehun Hafsat Odunola; A. B. Sani, Hussain
Solo Universal Journal of Islamic Education and Multiculturalism Vol. 3 No. 2 (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.v3i2.431

Abstract

Objective: This study aims to explore the role of entrepreneurship education in addressing unemployment and job creation in Nigeria, focusing on its potential to enhance self-employment, employability, and economic growth. Theoretical framework: The framework integrates entrepreneurship education with multicultural values such as tolerance, inclusivity, and diversity, emphasizing their role in shaping adaptable, socially responsible entrepreneurs. Literature review: Previous studies highlight entrepreneurship education’s ability to reduce unemployment and foster self-sufficiency. Additionally, the integration of multicultural values is seen as essential for fostering globally adaptive and socially responsible entrepreneurship. Method: The study uses a qualitative approach, reviewing literature and policies to analyze the benefits and challenges of entrepreneurship education in Nigeria, particularly regarding unemployment and cultural diversity. Results: The findings show that entrepreneurship education, enriched with multicultural values, can mitigate unemployment, drive economic growth, and foster innovation. It highlights the importance of creating a supportive economic environment for entrepreneurship. Implications: The study suggests that integrating entrepreneurship education with multicultural values can generate new economic opportunities and reduce unemployment, urging policymakers to create an enabling environment for entrepreneurship. Novelty: This study introduces the novel idea of combining multicultural values with entrepreneurship education, proposing that this integration is key to developing responsible entrepreneurs capable of succeeding in diverse global markets.
Gender and Religious Authority in Muslim Communities: A SLR on Islamic Education and Multiculturalism Alwy Ahmed Mohamed; Hanan Zakirah Harun; Usman Aliyu Yunusa
Solo Universal Journal of Islamic Education and Multiculturalism Vol. 3 No. 2 (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.v3i2.464

Abstract

Objective: This study investigates how gender shapes religious authority, leadership, and participation within Muslim communities, with a specific focus on implications for Islamic education and multicultural contexts. The purpose of this research is to systematically analyze how gendered norms influence access to authoritative religious roles and how these norms are being renegotiated across diverse socio-educational settings. Theoretical framework: Grounded in a theoretical framework combining Islamic feminist thought, sociology of religion, and multicultural education, the study conceptualizes religious authority as a socially constructed and interpretive field influenced by power, identity, and knowledge production. Literature review: The literature review highlights three major strands in existing scholarship: (1) gendered hierarchies in traditional religious institutions; (2) emerging forms of women’s authority through educational, digital, and community-based platforms; and (3) multicultural dynamics that reshape gender relations in minority Muslim contexts. Method: Using a Systematic Literature Review (SLR) approach, the study follows PRISMA 2020 guidelines and employs qualitative meta-synthesis to integrate insights from peer-reviewed publications indexed in Scopus, Web of Science, and JSTOR. Studies were selected through transparent inclusion–exclusion criteria and evaluated using the CASP checklist. Thematic analysis was used to interpret patterns across the dataset. Results: The review finds that gender continues to significantly structure religious authority within Muslim communities, particularly through male-dominated leadership traditions and interpretive gatekeeping. However, the results also demonstrate increasing diversification of authority as women, youth, and minority groups gain influence through Islamic educational institutions, online platforms, and multicultural civic spaces. Reformist discourses influenced by Islamic feminism and inclusive pedagogies further contribute to reinterpreting religious texts and expanding gender-inclusive models of leadership. Implications: The study’s implications emphasize the need for Islamic education systems to integrate gender-sensitive pedagogies and support pluralistic interpretations aligned with multicultural realities. Novelty: Its novelty lies in offering the first comprehensive qualitative SLR that synthesizes gender, religious authority, Islamic education, and multiculturalism into a unified analytical lens, providing a broader understanding of shifting power dynamics in contemporary Muslim societies.
Impact of Islamic Education in Addressing the Problems of Out-of-School Children in Northern Nigeria Umar Alhaji Umar; Mohammed Alhaji Bukar
Solo Universal Journal of Islamic Education and Multiculturalism Vol. 3 No. 2 (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.v3i2.473

Abstract

Objective: The objective of this study is to assess the role of Islamic education in addressing the issue of out-of-school children, focusing on how it can improve access to education, enhance learning outcomes, and create a supportive environment for children’s intellectual, spiritual, and moral growth. Theoretical framework: The study is based on theories of educational access, equity, and holistic education, focusing on how Islamic education can contribute to reducing educational exclusion and promoting well-rounded development. Literature review: The review explores the barriers faced by disadvantaged children in accessing education, such as financial constraints and inadequate facilities, while highlighting the potential of Islamic education to provide inclusive, moral, and intellectual growth. Method: A qualitative approach was used, involving case studies, interviews, and site visits to Islamic schools and community-based education initiatives to explore the challenges and benefits of Islamic education. Results: The results indicate that Islamic education plays a significant role in providing education to children who are otherwise excluded from the formal education system. While it offers a balanced approach that fosters intellectual, moral, and spiritual development, the study also identifies several challenges, including limited resources, inadequate facilities, and a shortage of trained teachers. Despite these obstacles, Islamic education has shown promise in improving learning outcomes and providing an enabling environment for children’s growth. Implications: The findings suggest that Islamic education should be considered in education policy to address the out-of-school children issue, with investments in resources, facilities, and teacher training to improve quality and access. Novelty: This study highlights the underexplored role of Islamic education in resolving the out-of-school children issue, providing a unique perspective on non-formal education as a solution to educational exclusion.

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