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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 75 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. 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.v3i2.513

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. 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.v3i2.515

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. 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.v3i2.518

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 Abderaman Hassane, Mahmoud; 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.

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