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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 87 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.
Integration of Artificial Intelligence in Islamic Education: Opportunities, Challenges, and Ethical Implications Haya Huwaida; Muthoifin
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.v4i01.612

Abstract

Objective: This study aims to analyze the opportunities, challenges, and ethical implications of the integration of Artificial Intelligence (AI) in Islamic Education and examine its relevance to the development of effective, adaptive, and Islamic values-based learning. Theoretical famework: This study uses a theoretical framework that combines the theory of technology integration in education, the concept of digital learning, and Islamic educational values sourced from the Qur'an and Hadith. This framework is used to understand how AI can be implemented without neglecting the ethical principles and goals of Islamic education. Literature review: Various studies show that AI is able to improve learning effectiveness through personalization of materials, automation of evaluations, and the provision of broader learning resources. Methods: This study uses a literature review method by analyzing various relevant scientific articles, books, and academic documents regarding AI and Islamic Education. Data was collected through a search of national and international scientific sources published in the last five years, then analyzed in a descriptive-qualitative manner. Results: The results show that AI has great potential in supporting the transformation of Islamic Education through more personalized, interactive, and efficient learning. On the other hand, the implementation of AI faces challenges in the form of human resource readiness, technological infrastructure, data security, and the need for ethical guidelines that are in accordance with Islamic values. Therefore, the use of AI needs to be balanced with character strengthening, digital literacy, and adequate supervision. Implications: The findings of this study provide implications for Islamic educational institutions, educators, and policymakers to formulate strategies for the use of AI that are not only oriented to learning effectiveness, but also pay attention to the ethical, moral, and objective aspects of Islamic education in forming people who have faith, knowledge, and noble character. Novelty: The novelty of this research lies in a comprehensive analysis that integrates the perspective of educational technology with Islamic ethical principles in the use of AI.
From Self-Determination Theory to the Qur’anic Motivational Paradigm: A Psychological Reconstruction of Islamic Education through the Language of the Qur’an Sutarman Sutarman; Ahmadi Ahmadi
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.v4i01.628

Abstract

Objective: This study aims to reconstruct the psychology of Islamic education by developing the Qur’anic Motivation Paradigm (QMP) as an alternative motivational framework that complements the psychological-individual orientation of Self-Determination Theory (SDT) with moral, spiritual, and transcendental dimensions derived from the language of the Qur’an. Theoretical framework: The study positions SDT, particularly its three basic psychological needs—autonomy, competence, and relatedness—as the contemporary theoretical foundation, while integrating Qur’anic concepts of motivation, intention, self-regulation, responsibility, and spiritual orientation. Literature review: Existing literature demonstrates the significant contribution of SDT to understanding intrinsic motivation and learner engagement; however, its predominantly psychological framework provides limited conceptual space for transcendence, divine accountability, moral purpose, and spiritual consciousness central to Islamic education. Qur’anic linguistic concepts offer an important foundation for addressing this theoretical limitation. Method: This qualitative conceptual study employs conceptual analysis, philosophical inquiry, Qur’anic linguistic analysis, and theory-building procedures to critically examine SDT assumptions and systematically formulate an alternative motivational framework. Results: The analysis indicates that Qur’anic language functions not merely as a medium of revelation but also as a psychological architecture shaping intention, self-regulation, hope, moral responsibility, transcendental awareness, and orientation toward excellence. The QMP consequently comprises seven interconnected constructs: niyyah, ikhlāṣ, taqwā, iḥsān, rajā’, khawf, and amānah. Unlike SDT, which primarily conceptualizes motivation through psychological needs, QMP integrates cognitive, affective, moral, spiritual, and transcendental dimensions into a unified motivational process. Implications: The paradigm provides a theoretical foundation for developing Islamic Educational Psychology, designing spiritually integrated learning environments, and expanding contemporary motivational theory beyond individual psychological needs. Novelty: This study introduces QMP as a Qur’anically grounded motivational paradigm that reconstructs educational psychology through the linguistic architecture of the Qur’an, establishing a distinctive bridge between contemporary psychological theory and Islamic epistemology.
Artificial Intelligence and the Humanitarian Crisis: A Reconstruction of Islamic Ethics for Addressing Digital Dehumanization Arbar Wijaya; Nurwahidin
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.v4i01.632

Abstract

Objective: This study aims to formulate an Islamic ethical framework based on monotheistic values and universal humanity in responding to the symptoms of digital dehumanization. Theoretical framework: This study uses the theoretical framework of Islam put forward by Nurcholish Madjid (Cak Nur), where Cak Nur positions monotheism as the foundation for equality, freedom, and the glorification of human dignity (insaniyyat). Literature review: The current development of artificial intelligence (AI) brings new challenges, where previous literature has highlighted the phenomenon of assimilation induced dehumanization that has an impact on the decline of human empathy. On the other hand, the study of AI ethics in Islam has been dominated by the approach of fiqh and Maqashid al-Sharia, thus leaving a blank space for theological-philosophical studies. Method: This study uses a qualitative method with a literature study approach, examining in depth Cak Nur's primary works as well as secondary literature related to human rights and technological ethics. Results: The results of the study show that AI has the potential to violate human rights when humans begin to be considered as mere commodities and statistical objects. Through this perspective, AI must absolutely be positioned as a profane entity that is obliged to "Islamize" or submit to human moral authority as a caliph on earth. Implications: As an implication, this research is expected to be a reflection for technology developers, policymakers, and the wider community to build a digital ecosystem that maintains a balance between faith, science, and charity. Novelty: The novelty of this research lies in the effort to attract the theological thought of Islamic figures of the archipelago into the ethical discourse of today's artificial intelligence, offering an alternative beyond the juridical-formal approach.
Reconstruction of the Islamic Education Paradigm Based on Islamic Boarding Schools in Building Inclusive Religiousness Supriyanto; Muhammad Dwi Fajri
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.v4i01.634

Abstract

Objective: This study aims to reconstruct the paradigm of Islamic education based on Islamic boarding schools to build inclusive religiosity in a pluralistic society. Theoretical framework: The theoretical framework integrates the concepts of ta'dīb, tarbiyah, and ta'līm; Maqāṣid al-sharī'ah; the theory of multicultural education patterns; critical pedagogy; peace education; and social capital. Literature review: Previous studies generally discuss religious moderation, Islamic boarding school transformation, multicultural curriculum, and the prevention of extremism separately. The literature also tends to assess inclusivity as an additional teaching material, rather than as a result of the configuration of epistemology, authority, pedagogy, institutional culture, and the social experiences of students. This fragmentation has not yet produced an integrative explanation of the educational mechanisms that shape inclusive religiosity. Methods: The study used a qualitative approach through a structured literature review, thematic content analysis, and critical interpretive synthesis. Sources included indexed articles, academic books, policy documents, regulations, and reports from international institutions. Data were coded based on epistemological foundations, curriculum orientation, pedagogical relations, value inculcation, dialogical openness, and social outcomes of education. Results: The synthesis revealed five layers of reconstruction: integrative-contextual epistemology; a balanced curriculum between turāth, contemporary science, citizenship, and digital literacy; dialogical-reflective pedagogy; a pesantren culture that practices adab, justice, and encounter; and evaluation that measures moral reasoning and social action. The integration of these layers forms a religious worldview that is rooted in tradition but open to differences. Implications: Theoretically, the study reframes moderation as an educational paradigm, while practically informing curriculum, ustaz competency, pesantren governance, partnerships, and inclusive religiosity assessment. Novelty: The PPI-BP model integrates epistemology, curriculum, pedagogy, institutional ecology, and social praxis to foster inclusive religiosity grounded in justice, dialogue, dignity, and the common good.
Artificial Intelligence Literacy and Digital Ethics among University Students: An Islamic Education Perspective at Universitas Muhammadiyah Kudus Toni Ardi Rafsanjani; Achmad Ridwan
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.v4i01.639

Abstract

Objective: This study aims to analyze the level of artificial intelligence (AI) literacy and digital ethics among students at Universitas Muhammadiyah Kudus and to examine the effect of AI literacy on digital ethics from an Islamic education perspective. Theoretical framework: The study is grounded in the integration of AI literacy, digital ethics, and Islamic educational values. AI literacy encompasses understanding, application, critical evaluation, and risk awareness, while digital ethics emphasizes academic integrity, information verification, privacy protection, transparency, and responsible AI use. Islamic values of amanah (trustworthiness), sidq (truthfulness), tabayyun (verification), maslahah (public benefit), and hifz al-‘aql (protection of intellect) provide an ethical foundation for responsible AI use. Literature review: Previous studies have highlighted the importance of AI literacy for students’ technological competence and the growing need for digital ethics in academic environments. However, limited research has empirically examined the relationship between AI literacy and digital ethics while integrating Islamic educational values into a single analytical framework. Method: This study employed a quantitative explanatory approach using a cross-sectional survey design. Data were collected through a five-point Likert-scale questionnaire measuring AI literacy and digital ethics. Data were analyzed using descriptive statistics and simple linear regression at a significance level of 0.05. Results: AI literacy was categorized as high (mean = 3.96), as was digital ethics (mean = 4.05). AI use and application obtained the highest score, whereas critical evaluation of AI-generated outputs was the lowest. Regression analysis revealed a positive and significant relationship (R = 0.621; R² = 0.386; p < 0.001), indicating that AI literacy explained 38.6% of the variance in digital ethics. Implications: AI education should integrate technical competence, critical evaluation, information verification, privacy awareness, and ethical character formation. Novelty: The study’s novelty lies in integrating AI literacy, digital ethics, and Islamic values into one empirical framework, demonstrating that AI literacy is an important factor in strengthening students’ digital ethical behavior.

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