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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 79 Documents
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Reconstructing Children's Character Formation Through Qur’anic and Moral Education: Insights from Contemporary Kuttab Practices Hanifah Wafa Firdaus; Eric Salonen
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.v3i2.513

Abstract

Objective: This study aims to examine the role of Kuttab in shaping children's character through Qur'an and moral education, with a case study in Kuttab Karanganyar. The background of this research is based on the urgent need for a character education system rooted in Islamic values, as a response to the moral and ethical crisis that has hit the younger generation. Kuttab, as a traditional Islamic educational institution, offers a holistic approach to early childhood education, especially through strengthening Islamic values from an early age. Theoretical framework: This study refers to the theory of character formation according to Thomas Lickona, which emphasizes the aspects of moral knowing, moral feeling, and moral action, as well as Islamic education theory, which emphasizes the integration between faith, knowledge, and charity. Literature review: shows that Qur'anic education and morals are important foundations in shaping children's personalities with noble character. Methods: The research used was a descriptive qualitative approach with case studies. Data was collected through observations, in-depth interviews, and documentation of educators, parents, and students in Kuttab Karanganyar. Data analysis was carried out thematically. Results: research shows that Kuttab Karanganyar has succeeded in shaping children's character through habituation of memorizing the Qur'an, learning meaning and manners, and example from the ustadz. Character building is carried out systematically and continuously, with the support of a conducive environment and the active involvement of parents. Implications: This study shows that the Kuttab education model can be used as an alternative in the development of Islamic-based character education. Kuttab's advantage lies in the integration between the spiritual and moral curriculum with methods that touch the child's heart. Novelty: from this study is the disclosure of the mechanism of character formation in Kuttab systematically and contextually in the modern era, which has not been widely discussed in academic studies.
Designing Inclusive Islamic Education: A Democracy and Multiculturalism-Based Approach Jobeda Khanom; Md Tarequl Islam
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.v3i2.515

Abstract

Objective: This study aims to analyze the design and implementation of inclusive Islamic education in democratic and multicultural contexts, especially in integrating Islamic values with learning practices that respect diversity. Theoretical framework: The theoretical framework of this research combines the values of Islamic education, democratic principles, and multicultural education approaches as the basis for building inclusive learning. Literature review: The literature review highlights the importance of Islamic education that is inclusive and responsive to diversity, but it is still dominated by conceptual studies, so an empirical approach is needed. Methods: The research uses qualitative methods with interviews, observation, and document analysis techniques in several Islamic educational institutions. Results: Results show that inclusive Islamic education is implemented through flexible curriculum, participatory learning, appreciation of diversity, and leadership based on Islamic values, although there are still constraints on teacher readiness and resources. Implications: There is a need for a more systematic integration between Islamic values, democracy, and multiculturalism, as well as teacher capacity building and policy support. Novelty: This research offers an empirical model of inclusive Islamic education that integrates Islamic values with democratic and multicultural approaches in a practical way.
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.
Islamic Education and Freirean Critical Pedagogy: Reconstructing Justice and Liberation in Multicultural Contexts Alwy Ahmed Mohamed; Aya Ragab
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.v3i03.509

Abstract

Objective: This study seeks to examine how Paulo Freire’s theory of critical pedagogy can be reinterpreted through the lens of Islamic educational philosophy in order to promote justice, emancipation, and transformative learning in modern education. Specifically, it explores the alignment between Freirean concepts of dialogue, conscientization, and the rejection of the “banking model” of education and key Islamic educational values such as tarbiyah, ‘adl, and shura. Theoretical framework: The study is grounded in Paulo Freire’s critical pedagogy and Islamic educational philosophy. Freire’s framework emphasizes education as a practice of freedom aimed at raising critical consciousness and challenging oppression, while Islamic educational philosophy stresses moral formation, social justice, community responsibility, and spiritual development. Literature review: Existing scholarship on critical pedagogy highlights Freire’s influence on emancipatory education, social justice, and resistance to hegemonic power structures. Meanwhile, literature on Islamic education emphasizes holistic human development, ethical responsibility, and communal well-being. Method: This study employs a qualitative methodology based on literature review and textual analysis. Key writings by Paulo Freire are compared with classical and contemporary Islamic educational texts to identify convergences and divergences in their philosophical foundations, pedagogical aims, and approaches to justice and emancipation. Results: The findings indicate that Islamic educational philosophy offers a liberatory framework that complements and deepens Freire’s critical pedagogy. Islamic concepts provide a spiritual and ethical foundation that reinforces Freire’s emphasis on dialogue, critical awareness, and social transformation, while also addressing moral formation and communal responsibility. Implications: The study underscores the potential of integrating Islamic educational philosophy with Freirean pedagogy to enhance critical consciousness, promote justice, and foster community empowerment. Such integration can support educators in developing transformative educational practices rooted in ethics, spirituality, and social responsibility. Novelty: The novelty of this study lies in its interdisciplinary synthesis of critical pedagogy and Islamic educational philosophy, offering an alternative model of transformative education that unites emancipation, ethical grounding, and collective empowerment.
The Role of Islamic Education in Fostering Tolerance and Diversity in Indonesia’s Pluralistic Society Mahmoud Abderaman Hassane; Aya Ragab; Erkinov Farrukh
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.v3i03.550

Abstract

Objective: This study examines the role of Islamic education in fostering tolerance and diversity in Indonesia’s pluralistic society. It focuses on how Islamic educational practices promote mutual respect, inclusivity, and peaceful coexistence across diverse cultural, ethnic, and religious backgrounds. Theoretical framework: The study is grounded in Islamic educational philosophy and Multicultural Education. Islamic education emphasizes moral values, social harmony, and the principle of rahmatan lil ‘alamin (mercy to all creation), while multicultural education promotes inclusivity, respect for diversity, and intercultural understanding. Literature review: Existing scholarship on Islamic education highlights its role in character formation, ethical development, and community cohesion. Meanwhile, studies on Multicultural Education emphasize the importance of inclusive curricula and pedagogies in fostering tolerance and addressing diversity in pluralistic societies. Method: This study employs a qualitative approach, with data collected through interviews, classroom observations, and document analysis in selected formal institutions such as schools and pesantren, as well as non-formal community-based learning environments. Results: The findings reveal that Islamic education significantly contributes to the development of tolerant attitudes when it integrates multicultural perspectives, emphasizes ethical teachings such as rahmatan lil ‘alamin, and adopts participatory and dialogical pedagogies. However, challenges persist, including rigid curricula, limited teacher training in multicultural education, and the presence of exclusive interpretations of religious texts. Implications: The study suggests that strengthening Islamic education through inclusive curricula, teacher capacity building, and contextualized learning approaches can enhance its role in nurturing unity in diversity. It underscores the need for educational reforms that align religious teachings with contemporary societal demands. Novelty: This study offers a contextual analysis of Islamic education in Indonesia by integrating Multicultural Education principles, highlighting its potential as a transformative tool for promoting tolerance and diversity in a pluralistic society.
Selecting Graduate Supervisors in Islamic Higher Education: Bridging Educational Theory, Ethics, and Multicultural Practice Awad Mabrouk
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.v3i03.510

Abstract

Objective: This study aims to investigate the process of selecting supervisors for master's and doctoral theses as a cornerstone of graduate program success. It specifically seeks to identify the gap between theoretical academic regulations and actual field practices in Arab universities compared to international standards. Theoretical framework: The research is grounded in the "Academic Quality Assurance" framework and "Institutional Theory," focusing on how formal selection criteria influence the quality of research outputs and the professional development of graduate students. Literature review: Previous studies emphasize that while selection criteria are theoretically established, their practical application remains inconsistent across different global academic systems, particularly highlighting the disparity between Arab and European institutional norms regarding supervisor accountability and student support. Methods: The study employs a comparative analytical approach, juxtaposing the supervisory selection mechanisms of Arab universities with those of European and international systems to highlight strengths, weaknesses, and procedural variances. Results: The findings reveal a significant "implementation gap" where formal methodologies are often bypassed by informal practices. The results also indicate that current selection processes in many Arab contexts lack rigorous monitoring and periodic evaluation of supervisor performance compared to international benchmarks. Implications: This research recommends the establishment of specialized "Supervisory Selection Committees" and the implementation of digital tracking systems to monitor supervisory loads and student progress, ensuring alignment with international quality standards. Novelty: The study provides an original comparative framework that bridges the gap between theoretical regulations and practical field realities in the Arab world, offering a roadmap for transitioning from administrative selection to a merit-based, quality-driven supervisory model.
Developing a Dual-Method Pedagogical Model for Teaching Islamic Calendar Diversity in Indonesian Schools Alwy Ahmed Mohamed; Mowafg Masuwd
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.v3i03.562

Abstract

Objective: This study aims to develop a dual-method learning model integrating Hisab and Rukyat to improve students’ understanding, critical thinking, and attitudes toward religious diversity. Theoretical framework: The study is based on constructivist learning theory and Design-Based Research (DBR), emphasizing active learning, comparison, and reflective understanding. Literature review: Previous studies show that separate teaching of Hisab and Rukyat often causes fragmented understanding and confusion among students in Islamic education. Methods: This study uses a qualitative DBR approach through curriculum analysis, teacher interviews, and classroom observations in Muhammadiyah and Nahdlatul Ulama institutions. Results: The findings reveal that segregated teaching of Hisab and Rukyat results in fragmented student comprehension and confusion regarding Islamic calendar determination. In contrast, the implementation of an integrated dual-method pedagogical model enhances students’ conceptual understanding by enabling them to compare and evaluate both approaches simultaneously. The model also promotes critical thinking skills and encourages more inclusive and moderate religious attitudes among students. Implications: The study provides an innovative teaching approach that supports inclusive Islamic education and reduces misunderstandings between different methodologies. Novelty: The novelty of this research is the development of a dual-method pedagogical model that combines Hisab and Rukyat in one integrated classroom learning system.
Learner Organizations in Islamic Education: Integration of Modern Management and Qur'an Values in West Java Islamic Boarding Schools Rafi Jauhari Robbani; Muhammad Yamin Arif; Kamaluddin; Zakariya
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.v3i2.564

Abstract

Objective: This study aims to analyze the application of learning organizations through the integration of modern management and Qur'an values in West Java Islamic boarding schools. The focus is on improving the quality of learning, institutional management, and innovation culture. Theoretical framework: This research combines the theory of the Senge learner organization with the values of the Qur'an, such as deliberation, amanah, and itqan. This framework supports adaptive and sustainable management of Islamic education. Literature review: Previous studies have shown that learning organizations improve educational performance through collaboration and continuous learning. However, the integration of Islamic values and modern management in Islamic boarding schools has not been thoroughly studied. Methods: The research uses a qualitative approach with case studies in several Islamic boarding schools in West Java. Data was collected through interviews, observations, and documentation, and then analyzed using the Miles and Huberman model. Results: The results of the study show that the integration of modern management and the values of the Qur'an increases the effectiveness of learning, collaboration, and innovation of Islamic boarding schools. Spiritual values also strengthen organizational commitment and decision-making. Implications: Pesantren need to implement learning organizations to improve the quality of education management. The integration of Qur'anic values and modern management can support sustainable institutional transformation. Novelty: This research offers a learning organization model based on Qur'an values that is integrated with modern management. This model makes a theoretical and practical contribution to the development of Islamic education management.
The Transformation of Religious Literacy in the Digital Era: Empirical Findings from Tebuireng Islamic Boarding School, Indonesia Rafi Jauhari Robbani
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.v3i03.565

Abstract

Objective: Analyze the transformation of religious literacy in the Tebuireng Islamic Boarding School in the digital era, the factors that affect it, and its impact on the religious understanding of students. The research also examines the integration of pesantren traditions with the development of digital technology. Theoretical framework: The research combines digital literacy theory, Islamic boarding school religious literacy, and educational sociology. The constructivist approach is used to understand the process of forming religious knowledge through the interaction of students with teachers, books, and digital media. Literature review: Previous studies have shown that digitalization increases access to religious learning resources, but also raises the challenge of information validity. Studies on digital literacy transformation in large Islamic boarding schools such as Tebuireng are still relatively limited. Methods: The research uses a qualitative approach through interviews, observations, and documentation. The data were analyzed by reduction, categorization, and thematic interpretation techniques to find patterns of religious literacy transformation. Results: The results of the study show an increase in the use of digital books, video platforms, and online media in learning. Nevertheless, the tradition of talaqqi and the study of the yellow book remain the main basis for religious learning. Implications: Digitalization has the potential to strengthen students' religious literacy if supported by a directed curriculum and teacher supervision. These findings can be a reference for other Islamic boarding schools in developing digital adaptation strategies. Novelty: This study offers a comprehensive field study on the transformation of religious literacy in the Tebuireng Islamic Boarding School. Focusing on the integration of pesantren traditions and digital technology is a new contribution to the study of pesantren literacy.

Page 8 of 8 | Total Record : 79

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