International Journal of Educational Narratives
International Journal of Educational Narratives is an international peer-reviewed open-access journal dedicated to interchange for the results of high-quality research in all aspect of Learning and Education. The scope of International Journal of Educational Narratives is not only in the form of study, research, or development, but also book review on Learning and Education. But also focused on: Educational Philosophy, Citizenship Education, Educational Technology, Educational Psychology, Educational Guidance and Counseling, Educational Methodologies, Education Management, Science and Technology Education, Cross-cultural Education and the results of other studies on Discipline Education. The journal publishes state-of-art papers in fundamental theory, experiments, and simulation, as well as applications, with a systematic proposed method, sufficient review on previous works, expanded discussion, and concise conclusion. As our commitment to the advancement of science and technology, the International Journal of Educational Narratives follows the open access policy that allows the published articles freely available online without any subscription. Submitted papers must be written in English for initial review stage by editors and further review process by minimum two international reviewers.
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<![CDATA[Flipped Classroom Models: Revolutionizing Learning in Higher Education ]]>
<![CDATA[Haetami, Aceng]]>;
<![CDATA[Boateng, Abena]]>;
<![CDATA[Martinez, Ricardo]]>
<![CDATA[ International Journal of Educational Narratives Vol. 3 No. 1 (2025) ]]>
Publisher : <![CDATA[Yayasan Pendidikan Islam Daarut Thufulah ]]>
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DOI: 10.70177/ijen.v3i1.1690
<![CDATA[Bacground. The traditional lecture-based model of teaching in higher education has faced increasing criticism due to its limited engagement and ability to foster active learning. In response, the flipped classroom model has emerged as a promising alternative, where students engage with instructional content outside the classroom and use class time for collaborative and interactive activities. This pedagogical shift aims to enhance student learning outcomes, promote critical thinking, and increase overall engagement. Purpose. This study aims to investigate the effectiveness of flipped classroom models in higher education, focusing on their impact on student engagement, academic performance, and learning outcomes. Method: A mixed-methods approach was employed, combining quantitative analysis of student performance data with qualitative insights from surveys and interviews. A sample of 200 students from five different universities participated in flipped classroom courses, and their learning outcomes were compared to those of students in traditional lecture-based courses. Data were collected at the beginning and end of the semester to assess changes in engagement and academic performance. Results: The study found that students in flipped classrooms showed significantly higher levels of engagement and academic performance compared to their peers in traditional settings. Students reported increased satisfaction with the learning process, particularly in terms of collaborative learning and self-paced study. Conclusion: The flipped classroom model proves to be an effective strategy for enhancing student engagement and improving learning outcomes in higher education. This approach fosters a more active, student-centered learning environment that better prepares students for real-world challenges.]]>
<![CDATA[Assessing the Influence of Influencer Leadership, Digital Transformation and Social Climate on Improving Teacher Achievement in Building Excellent Madrasahs ]]>
<![CDATA[Hidayati, Suci]]>;
<![CDATA[Abidin, Munirul]]>;
<![CDATA[Subakti, Andika Harianto]]>;
<![CDATA[Rizqoh, Aini]]>
<![CDATA[ International Journal of Educational Narratives Vol. 3 No. 1 (2025) ]]>
Publisher : <![CDATA[Yayasan Pendidikan Islam Daarut Thufulah ]]>
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DOI: 10.70177/ijen.v3i1.1734
<![CDATA[Background. Achievement in the world of education is identical to the achievement of student learning outcomes in academic or non-academic fields. The focus of education tends to be on output. It turns out that outstanding teachers are able to become an important element as producers of quality generations who are competitive at the global level and successful in their future lives. Purpose. The focus of the study aims to assess how much influence influencer leadership, digital transformation and social climate have on improving teacher achievement in building superior madrasas. Method. This study uses a descriptive quantitative approach with data analysis techniques using Smart-PLS to measure variables that influence and influence each other. The number of respondents in the study was 124 private madrasa teachers in Malang Regency with a liket scale measurement of 1-5. Analysis of the Cronbach's alpha value which is overall greater than 0.7 can explain the existence of a construct that is internally consistent and reliable in testing. Results. The results of the study showed that: (1) There is a significant influence between influencer leadership and improving teacher achievement; (2) there is a significant influence between digital transformation and improving teacher achievement and (3) there is no significant influence between social climate and improving teacher achievement. Conclusion. Predictively, researchers see that psychological factors in the form of self-efficacy have a greater influence than social climate in terms of improving teacher achievement. The dependent variables in this study have a significant influence of 54.2%. to the independent variable. ]]>
<![CDATA[The Influence of Digital Citizenship Education on the Legal and Moral Awareness of Generation Z ]]>
<![CDATA[Al-Hariri, Layla]]>;
<![CDATA[Al-Mansour, Youssef]]>;
<![CDATA[Hassam, Ahmed]]>
<![CDATA[ International Journal of Educational Narratives Vol. 3 No. 1 (2025) ]]>
Publisher : <![CDATA[Yayasan Pendidikan Islam Daarut Thufulah ]]>
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DOI: 10.70177/ijen.v3i1.2145
<![CDATA[Background. This study explores the influence of digital citizenship education on the legal and moral awareness of Generation Z. As digital technology becomes an integral part of daily life, it is essential to equip young people with the knowledge and skills necessary to navigate the online world responsibly. Digital citizenship education provides students with the tools to understand their rights, responsibilities, and ethical behavior in digital environments. Purpose. The objective of this research is to assess how digital citizenship education impacts the legal and moral awareness of Generation Z, particularly in terms of their understanding of issues like privacy, cyberbullying, intellectual property, and online conduct. Method. This study uses a mixed-method approach, combining a survey with 200 high school students and in-depth interviews with 20 educators. Results. The results indicate that students who participated in digital citizenship education demonstrated a significantly higher level of legal and moral awareness compared to those who had not received such education. Conclusion. The study concludes that incorporating digital citizenship education into the curriculum is effective in fostering a more responsible and ethical generation of digital citizens. These findings suggest that digital citizenship education should be a core component of educational programs to prepare students for the challenges and responsibilities of the digital age. ]]>
<![CDATA[The Influence of Principal Transformational Leadership on Teacher Performance ]]>
<![CDATA[Bendriyanti, Rita Prima]]>;
<![CDATA[Dewi, Citra]]>;
<![CDATA[Suwarni, Suwarni]]>
<![CDATA[ International Journal of Educational Narratives Vol. 3 No. 1 (2025) ]]>
Publisher : <![CDATA[Yayasan Pendidikan Islam Daarut Thufulah ]]>
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<![CDATA[Background. Service learning has gained recognition as a valuable pedagogical approach in higher education, aiming to bridge the gap between academic theory and real-world practice. In the context of educational institutions, the role of leadership, particularly transformational leadership, plays a significant role in shaping the effectiveness of such programs. Purpose. This research explores the influence of principal transformational leadership on teacher performance within the framework of service learning in higher education institutions. Method. The study aims to assess how transformational leadership behaviors of school principals impact the engagement and performance of teachers involved in service learning programs. Using a quantitative research design, this study surveyed 150 teachers across several higher education institutions that implement service learning programs. Data were collected through questionnaires that assessed principals’ leadership styles and teachers’ performance in service learning contexts. Results. The results indicate that transformational leadership has a positive and significant effect on teacher performance, particularly in areas related to motivation, professional development, and commitment to service learning objectives. Teachers reported higher levels of engagement and effectiveness when their principals exhibited transformational leadership behaviors, such as inspirational motivation, individualized consideration, and intellectual stimulation. Conclusion. This study concludes that principals who embrace transformational leadership can significantly enhance teacher performance, thereby strengthening the impact of service learning programs.]]>
<![CDATA[The Influence of the Application of Constructivism Philosophy on Elementary School Students’ Learning Independence ]]>
<![CDATA[Anis, Nina]]>;
<![CDATA[Fariq, Aiman]]>;
<![CDATA[Chahine, Alal]]>
<![CDATA[ International Journal of Educational Narratives Vol. 3 No. 1 (2025) ]]>
Publisher : <![CDATA[Yayasan Pendidikan Islam Daarut Thufulah ]]>
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DOI: 10.70177/ijen.v3i1.2143
<![CDATA[Background. This study aims to examine the influence of constructivism philosophy application on elementary school students’ learning independence. The rapid changes in educational paradigms emphasize the need for students to actively engage in their learning processes. Constructivism, with its focus on learners building knowledge through experience and reflection, has been identified as a potential catalyst in fostering students’ independence. Purpose. The objective of this research is to determine how the implementation of constructivist-based learning strategies can impact students’ ability to work autonomously in the learning environment. This research adopts a quasi-experimental method with a pre-test and post-test design. Method. The sample consists of two groups of elementary school students, with one group receiving constructivist-based instruction and the other group following traditional teaching methods. Data collection involved observation, questionnaires, and tests to measure the level of students’ learning independence before and after the intervention. Results. The results revealed that the application of constructivist principles significantly improved students’ learning independence, as seen from the increased scores in the post-test and positive feedback from observational data. Conclusion. This study concludes that constructivist-based learning can effectively enhance students’ independence, suggesting that educators should consider incorporating these strategies into their teaching practices. ]]>
<![CDATA[Analysis of Teachers’ Perceptions on the Implementation of Ki Hajar Dewantara’s Educational Philosophy in the Independent Learning Curriculum ]]>
<![CDATA[Hermawan, Andi]]>;
<![CDATA[Rocha, Thiago]]>;
<![CDATA[Lima, Rafaela]]>
<![CDATA[ International Journal of Educational Narratives Vol. 3 No. 1 (2025) ]]>
Publisher : <![CDATA[Yayasan Pendidikan Islam Daarut Thufulah ]]>
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DOI: 10.70177/ijen.v3i1.2144
<![CDATA[Background. This study explores teachers’ perceptions of the implementation of Ki Hajar Dewantara’s educational philosophy within the framework of the Independent Learning Curriculum. As Indonesia shifts toward a more student-centered educational model, rooted in the values of independence, critical thinking, and creativity, understanding teachers’ perspectives on integrating Dewantara’s philosophy is crucial. Purpose. Dewantara’s philosophy, which emphasizes freedom of learning and the development of students’ full potential, offers a valuable foundation for the Independent Learning Curriculum introduced by the Indonesian Ministry of Education. Method. The aim of this research is to analyze teachers’ views on how effectively the principles of Dewantara’s educational philosophy are being integrated into the curriculum, and the challenges and benefits they perceive in this process. A qualitative approach was used, involving in-depth interviews with 20 primary and secondary school teachers across various regions. Results. The findings reveal that while teachers generally appreciate Dewantara’s educational philosophy, they face challenges such as limited resources and insufficient professional development opportunities. However, they also recognize the positive impact of his principles in fostering a more holistic approach to education. Conclusion. The study concludes that there is a need for more structured support and resources for teachers to fully implement Dewantara’s philosophy within the Independent Learning Curriculum. ]]>
<![CDATA[The Influence of Parenting Patterns on the Mental Health of School-Age Children ]]>
<![CDATA[Shofwan, Arif Muzayin]]>;
<![CDATA[Akhtar, Shazia]]>;
<![CDATA[Amin, Rafiullah]]>
<![CDATA[ International Journal of Educational Narratives Vol. 3 No. 1 (2025) ]]>
Publisher : <![CDATA[Yayasan Pendidikan Islam Daarut Thufulah ]]>
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DOI: 10.70177/ijen.v3i1.2152
<![CDATA[Background. Parenting patterns play a critical role in the mental health and well-being of children, particularly during the school-age years when they experience significant emotional and social development. The way parents interact with their children, provide support, and set boundaries can either foster resilience or contribute to mental health challenges. Purpose. This study examines the influence of various parenting patterns—authoritative, authoritarian, permissive, and neglectful—on the mental health of school-age children. Method. The primary objective is to investigate how these parenting styles affect children’s emotional regulation, self-esteem, anxiety levels, and overall mental well-being. A quantitative research design was employed, using surveys administered to 400 parents of school-age children, complemented by psychological assessments of their children’s mental health. Results. The results indicate that authoritative parenting is positively associated with better mental health outcomes, including higher self-esteem and lower anxiety levels. In contrast, authoritarian and neglectful parenting were linked to increased anxiety and lower emotional regulation in children. Conclusion. The study concludes that parenting patterns significantly influence the mental health of school-age children, highlighting the importance of supportive, balanced parenting approaches. Interventions aimed at promoting authoritative parenting could contribute to improved mental well-being in children, particularly in academic and social contexts. ]]>
<![CDATA[Analysis of Factors Influencing the Effectiveness of School-Based Management (SBM) ]]>
<![CDATA[Mohzana, Mohzana]]>
<![CDATA[ International Journal of Educational Narratives Vol. 3 No. 1 (2025) ]]>
Publisher : <![CDATA[Yayasan Pendidikan Islam Daarut Thufulah ]]>
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DOI: 10.70177/ijen.v3i1.2155
<![CDATA[Background. The implementation of School-Based Management (SBM) aims to enhance the quality of education by decentralizing decision-making and promoting school autonomy. However, its effectiveness is influenced by various internal and external factors. Purpose. This research examines the key factors affecting the success of SBM in schools. The primary objective is to identify and analyze these factors, which include leadership, teacher involvement, community participation, and resource management. Method. A mixed-methods approach was used, combining qualitative interviews with school principals, teachers, and education officials, and quantitative data gathered through surveys distributed to stakeholders. Results. The findings reveal that strong leadership, effective teacher collaboration, active community engagement, and adequate resources significantly contribute to the effectiveness of SBM. However, challenges such as insufficient training and limited access to resources hinder its full implementation. Conclusion. The study concludes that for SBM to be effective, schools must invest in professional development, enhance communication between stakeholders, and ensure better resource allocation. The research offers recommendations for policy makers and school administrators to improve the SBM framework and achieve more effective educational outcomes. ]]>
<![CDATA[Evaluation of Risk Management Implementation in Educational Institutions ]]>
<![CDATA[Handriadi, Handriadi]]>;
<![CDATA[Kustiyanto, Hafidz Nur Ockta]]>;
<![CDATA[Chai, Som]]>
<![CDATA[ International Journal of Educational Narratives Vol. 3 No. 1 (2025) ]]>
Publisher : <![CDATA[Yayasan Pendidikan Islam Daarut Thufulah ]]>
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DOI: 10.70177/ijen.v3i1.2156
<![CDATA[Background. The implementation of risk management in educational institutions has become increasingly crucial due to the growing complexities and uncertainties in the education sector. However, many institutions face challenges in effectively adopting risk management practices, leading to potential vulnerabilities that affect their operational and educational outcomes. Purpose. This study aims to evaluate the current state of risk management implementation in educational institutions, focusing on the strategies, processes, and challenges involved. Method. The research adopts a mixed-methods approach, combining qualitative interviews with key stakeholders (administrators, staff, and educators) and quantitative surveys to assess the extent of risk management practices across several educational institutions. Results. The findings reveal that while risk management practices are recognized as essential, their implementation is often inconsistent and lacks a systematic approach. Key challenges identified include insufficient training, lack of resources, and resistance to change. The study concludes that to enhance the effectiveness of risk management in educational institutions, it is crucial to establish clear policies, provide continuous professional development, and foster a culture of proactive risk identification and mitigation. Conclusion. The research provides valuable insights for educational administrators and policymakers to improve risk management frameworks and ensure the sustainability and resilience of educational institutions. ]]>
<![CDATA[The Influence of STEM-Based Learning on Students’ Critical Thinking Skills ]]>
<![CDATA[Busnawir, Busnawir]]>;
<![CDATA[Kiri, Ming]]>;
<![CDATA[Dara, Chenda]]>
<![CDATA[ International Journal of Educational Narratives Vol. 3 No. 1 (2025) ]]>
Publisher : <![CDATA[Yayasan Pendidikan Islam Daarut Thufulah ]]>
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<![CDATA[Background. The integration of Science, Technology, Engineering, and Mathematics (STEM) into education has gained significant attention for its potential to foster students’ critical thinking and problem-solving skills. Purpose. STEM-based learning emphasizes hands-on, inquiry-driven approaches that encourage students to engage in real-world applications of knowledge. However, the impact of STEM-based learning on students’ critical thinking skills remains a subject of debate. Method. This study investigates the influence of STEM-based learning on the development of critical thinking skills among high school students. The research employs a quasi-experimental design, with one group of students receiving STEM-based instruction and another following a traditional curriculum. Pre- and post-assessments of critical thinking skills were conducted using standardized critical thinking tests. Results. The findings reveal that students in the STEM-based learning group showed significant improvements in their critical thinking abilities, particularly in areas such as analysis, evaluation, and problem-solving. In contrast, the traditional curriculum group showed little to no improvement. Conclusion. The study concludes that STEM-based learning has a positive impact on enhancing students’ critical thinking skills, suggesting that incorporating STEM approaches into educational practices can better prepare students for complex real-world challenges. ]]>
