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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 82 Documents
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Reimagination of English Language Learning for Vocational Education: An Industry 5.0 Oriented English for Specific Purposes Learning Framework Budi Indra Syahdewa
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.v4i01.625

Abstract

Objective: To analyze the development of English for Specific Purposes (ESP) learning in vocational education and propose an Industry 5.0-oriented learning framework. Theoretical framework: The study integrates ESP, Industry 5.0, employability skills, digital learning, and constructivist learning theories. Literature review: Previous studies emphasize ESP and digital learning, but a comprehensive framework integrating AI, Industry 5.0, and employability skills in vocational education remains limited. Methods: A qualitative Systematic Literature Review (SLR) was conducted by synthesizing articles from reputable databases using content and thematic analysis. Results: The findings indicate that effective ESP learning requires the integration of industry needs analysis, adaptive curriculum design, AI-supported learning, digital learning ecosystems, project-based learning, and employability skills, including communication, collaboration, critical thinking, creativity, and adaptability. These components form the basis of an integrated conceptual learning framework. Implications: The proposed framework provides practical guidance for vocational institutions, educators, and curriculum developers in designing adaptive, technology-enhanced, and industry-aligned English learning to strengthen graduate competitiveness in the Industry 5.0 era. Novelty: This study proposes an integrated Industry 5.0-Oriented ESP Learning Framework that combines AI, digital learning, industry needs, and employability skills into a single conceptual model for vocational English education.
Students’ Difficulties in Understanding Arabic in the Modern Learning Era: Evidence from Generation Z Desti Ana Ananda Kusuma; Muthoifin
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.v3i03.611

Abstract

Objective: This research aims to find out and analyze various difficulties experienced by students in the process of learning Arabic at school. Arabic is one of the subjects that requires the ability to understand vocabulary, grammar, reading, writing, listening, and speaking skills. Theoretical framework: The theoretical framework of this learning environment is that there are internal factors, including learning motivation, interests, basic abilities, and mastery of Arabic vocabulary (mufradat). Students who have low motivation tend to be less active in participating in learning, so they have difficulty understanding the material. Literature review: This review examines that previous studies show that Arabic language learning still faces various obstacles that affect students' understanding of the material. Previous research explained that low mastery of mufradat, lack of motivation to learn, and difficulty understanding the rules of nahwu are the main factors that hinder learning Arabic. Method: This study uses a qualitative method with a descriptive approach to analyze students' difficulties in understanding Arabic lessons. Results: This study shows that students experience various difficulties in understanding Arabic lessons, both from linguistic aspects and learning factors. The most dominant difficulty is the low mastery of mufradat, so that it is difficult for students to understand the meaning of words and the content of the material studied. Implications: This study shows that students' difficulties are not only caused by low mastery of Arabic vocabulary and rules, but also influenced by less interesting learning methods and a lack of practice of Arabic in daily life. Novelty: This research is expected to make a new contribution to the development of Arabic learning strategies that are more effective, interactive, and in accordance with the needs of students so that the learning process becomes easier to understand and is able to increase students' learning motivation optimally.

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