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International Journal of Educational Narratives
Published by Yayasan Pendidikan Islam Daarut Thufulah
ISSN : 29881579     EISSN : 29880092     DOI : 10.70177/ijen
Core Subject : Education, Social,
Education Social Sciences Other
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.
Arjuna Subject : Umum - Umum
Articles 130 Documents
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The Influence of Principal Transformational Leadership on Teacher Performance Bendriyanti, Rita Prima; Dewi, Citra; Suwarni, Suwarni
International Journal of Educational Narratives Vol. 3 No. 1 (2025)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

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.
The Influence of the Application of Constructivism Philosophy on Elementary School Students’ Learning Independence Anis, Nina; Fariq, Aiman; Chahine, Alal
International Journal of Educational Narratives Vol. 3 No. 1 (2025)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i1.2143

Abstract

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.  
Analysis of Teachers’ Perceptions on the Implementation of Ki Hajar Dewantara’s Educational Philosophy in the Independent Learning Curriculum Hermawan, Andi; Rocha, Thiago; Lima, Rafaela
International Journal of Educational Narratives Vol. 3 No. 1 (2025)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i1.2144

Abstract

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.  
The Influence of Parenting Patterns on the Mental Health of School-Age Children Shofwan, Arif Muzayin; Akhtar, Shazia; Amin, Rafiullah
International Journal of Educational Narratives Vol. 3 No. 1 (2025)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i1.2152

Abstract

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.  
Analysis of Factors Influencing the Effectiveness of School-Based Management (SBM) Mohzana, Mohzana
International Journal of Educational Narratives Vol. 3 No. 1 (2025)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i1.2155

Abstract

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.  
Evaluation of Risk Management Implementation in Educational Institutions Handriadi, Handriadi; Kustiyanto, Hafidz Nur Ockta; Chai, Som
International Journal of Educational Narratives Vol. 3 No. 1 (2025)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i1.2156

Abstract

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.  
The Influence of STEM-Based Learning on Students’ Critical Thinking Skills Busnawir, Busnawir; Kiri, Ming; Dara, Chenda
International Journal of Educational Narratives Vol. 3 No. 1 (2025)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

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Abstract

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.  
Development of an Islamic Values Based Education Quality Management Model at Muhammadiyah Kalabahi Senior High School, Alor Regency, East Nusa Tenggara Province. R.S., Abdullah; Prayitno, Irwan; Priharta, Andry
International Journal of Educational Narratives Vol. 3 No. 4 (2025)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i3.2273

Abstract

Background. Preliminary observations indicate that SMA-MK has not yet fully implemented AIK (Al-Islam and Kemuhammadiyahan) values. The AIK learning process does not yet adhere to Muhammadiyah guidelines; reference books are not specifically tailored to AIK content; AIK teachers are not Muhammadiyah cadres; the facilities and infrastructure supporting AIK learning are inadequate; and various other issues remain unresolved. Purpose. This study aims to examine the outcomes of developing a model, its feasibility, and the effectiveness of a quality management model based on Islamic values in SMA Muhammadiyah Kalabahi, Alor Regency, East Nusa Tenggara Province. Method. This research employed the Research and Development (R&D) method using the ADDIE model approach (Analysis, Design, Development, Implementation, Evaluation). Results. The findings of this study conclude that: (1) The development of a Quality Management Model based on Islamic values at SMA Muhammadiyah Kalabahi integrates the seven principles of quality management from ISO 9000 and the ten principles of Total Quality Management (TQM) by Goetsch & Davis (1994). This integration produces a final model consisting of five key dimensions: (a) focus on service quality; (b) engagement of all relevant stakeholders; (c) continuous improvement processes; (d) scientific approaches and proactive policies; (e) harmonious leadership and teamwork. Conclusion. Pragmatically, the model has brought about improvements in supporting facilities for AIK quality management, empowered AIK teachers, initiated and activated school-based Muhammadiyah autonomous organizations (such as IPM and HW), integrated AIK values with the multicultural values of the Alor community, and encouraged stronger school leadership commitment to AIK development as a means of institutionalizing Muhammadiyah culture and ideology in the school environment. The development of the Quality Management Model based on Islamic values at SMA Muhammadiyah Kalabahi achieved a feasibility score of 70.3%, indicating it is appropriate for implementation; The model demonstrated an effectiveness rate of 78%.
Implementation of Islamic Educational Leadership in the Digital Era Among Gen Z Mashuri, Mashuri; Junaidi, Junaidi; Ramadona, Aulia; Amelia, Lia; Yusri, Yusnimar
International Journal of Educational Narratives Vol. 3 No. 4 (2025)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i4.2342

Abstract

Background. The digital era has brought about significant changes in communication, learning, and leadership patterns, including in the context of Islamic education. Generation Z, born and raised alongside the development of digital technology, possesses unique characteristics such as technological literacy, critical thinking, and individualistic tendencies. Purpose. This study aims to examine how to implement effective Islamic educational leadership in the digital era, especially in fostering and guiding students from Generation Z. The main focus is to identify appropriate leadership models, strategies used, and challenges faced in managing contextual and digital-friendly Islamic education. Method. This research employed a qualitative approach with a literature review. Data were collected from various scientific journals, books, and relevant research reports on Islamic educational leadership, the characteristics of Gen Z, and the influence of digitalization in education. The analysis was conducted descriptively and critically to identify significant thematic patterns and synthesize them. Results. The study results show that transformational and participatory leadership that utilizes digital platforms such as social media, e-learning, and online communication is very effective in reaching Gen Z. Educational leaders who are able to act as spiritual and digital role models have a significant influence on the formation of Islamic character in this generation. Conclusion. Implementing Islamic educational leadership in the digital era requires leaders who are adaptive, visionary, and capable of integrating Islamic values with digital technology. For Gen Z, a collaborative, communicative, and digitally savvy approach is more effective in creating a religious, dynamic, and relevant learning environment.
Storytelling and Emotional Resilience: A Narrative Analysis of Mental Health Interventions in Primary Schools Masitoh, Siti; Fitriyana, Rika
International Journal of Educational Narratives Vol. 3 No. 4 (2025)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i4.2368

Abstract

Background: The rising prevalence of mental health challenges among primary school children necessitates the exploration of accessible and effective school-based interventions. Storytelling, a pedagogical tool deeply embedded in childhood, presents a promising, culturally-sensitive medium for fostering emotional resilience. However, empirical analysis of its specific contribution to resilience-building within structured mental health programs remains underexplored. Objective: This study aimed to analyze how children’s narratives, developed through a storytelling-based mental health intervention, reflect the cultivation of emotional resilience. Methods: Employing a narrative analysis framework, this qualitative study examined the stories created by 30 children aged 8-10 participating in a 12-week intervention program. Data were collected from recorded storytelling sessions and the children’s written and illustrated narratives. The analysis focused on identifying recurring themes, character arcs, and plot resolutions indicative of resilience strategies. Results: The analysis revealed that children’s narratives progressively incorporated themes of overcoming adversity, seeking social support, and positive self-talk. Characters in their stories demonstrated increased agency and problem-solving skills, shifting from narratives of distress to narratives of hope and coping. Conclusion: Storytelling interventions provide a powerful platform for children to articulate, process, and integrate concepts of emotional resilience. The narrative process enables the externalization of internal struggles and the rehearsal of adaptive coping mechanisms, positioning storytelling as a valuable component of primary school mental health support.    

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