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International Journal of Educational Narratives
Published by Yayasan Adra Karima Hubbi
ISSN : 29881579     EISSN : 29880092     DOI : 10.70177/ijen
Core Subject :
International Journal of Educational Narratives is an 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 reviewers.
Arjuna Subject : -
Articles 9 Documents
 1 
Search results for , issue "vol. 3 no. 5 (2025)" : 9 Documents clear
Implementation of Islamic Educational Leadership in the Digital Era Among Gen Z Mashuri Mashuri; Junaidi Junaidi; Aulia Ramadona; Lia Amelia; Yusnimar Yusri
International Journal of Educational Narratives Vol. 3 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i5.2342

Abstract

Background. The digital era has brought about significant changes in communication, learning, and leadership patterns, including in the context of Islamic education. 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. 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. 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. Conclusion. Implementing Islamic educational leadership in the digital era requires leaders who are adaptive, visionary, and capable of integrating Islamic values with digital technology.
Storytelling and Emotional Resilience: A Narrative Analysis of Mental Health Interventions in Primary Schools Siti Masitoh; Rika Fitriyana
International Journal of Educational Narratives Vol. 3 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i5.2368

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. Purpose. 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.
Teachers’ Life Stories as a Source of Pedagogical Innovation: A Narrative Inquiry into Professional Growth Busnawir Busnawir; Sobirin Sobirin; Eva Syafaah Hasanah; Ahmad Yani; Zain Nizam
International Journal of Educational Narratives Vol. 3 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i5.2548

Abstract

Background. Teachers’ personal life stories serve as valuable sources of pedagogical reflection and innovation, providing insight into how experience shapes teaching identity and practice. Purpose. This study aims to explore how teachers’ lived experiences contribute to their professional growth and pedagogical creativity.   Method. Using a qualitative narrative inquiry approach, data were collected through in-depth interviews and reflective journals from six teachers across different educational levels. Results. The findings indicate that, regardless of proficiency level, L1, FLCA, or Thematic analysis revealed three major dimensions of professional development: (1) autobiographical reflection as a catalyst for pedagogical innovation, (2) transformation of challenges into creative teaching strategies, and (3) emotional resilience as the foundation for professional identity reconstruction. Conclusion. The study concludes that narrative-based reflection enhances teachers’ awareness of their professional journey, enabling them to reinterpret personal experiences as a source of renewal in pedagogical practices.
Digital Storytelling for Inclusive Education: Voices of Students with Special Needs in the Classroom Ni Wayan Karmini; Nong Chai; Siri Lek; Rustiyana Rustiyana
International Journal of Educational Narratives Vol. 3 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i5.2550

Abstract

Background. The integration of digital storytelling in inclusive education offers new possibilities for amplifying the voices and experiences of students with special needs. This study investigates how digital storytelling functions as a medium of expression, participation, and empowerment in inclusive classroom environments. Purpose. The research aims to explore how students with diverse learning abilities use digital narratives to communicate their perspectives, develop self-confidence, and engage collaboratively with peers. Method. A qualitative case study design was employed, involving 20 students with special needs and 5 inclusive education teachers across three schools. Data were collected through classroom observations, interviews, and analysis of student-created digital stories. Results. Thematic analysis revealed that digital storytelling enhanced students’ sense of agency and belonging by enabling them to represent their identities through multimodal expression combining voice, images, and text. Teachers reported that storytelling projects fostered empathy, cooperation, and deeper understanding among all students. Conclusion. The study concludes that digital storytelling provides an inclusive pedagogical approach that bridges cognitive, emotional, and social learning, promoting equitable participation and self-advocacy for students with special needs in mainstream education.
Storytelling as a Tool for Teaching Tolerance: A Cross-Cultural Case Study in Multicultural Schools Arum Putri Rahayu; Ethan Tan; Ryan Teo; Kaito Tanaka
International Journal of Educational Narratives Vol. 3 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i5.2556

Abstract

Background. Promoting tolerance and intercultural understanding has become an essential goal in multicultural education, where diverse values, beliefs, and worldviews coexist in classroom settings. Storytelling, as a pedagogical tool, holds significant potential to foster empathy and social cohesion among students from different cultural backgrounds. Purpose. This study aims to explore how storytelling enhances students’ attitudes toward tolerance and mutual respect in multicultural schools. Using a qualitative cross-cultural case study design, data were collected through classroom observations, semi-structured interviews, and reflective journals involving teachers and students from three culturally diverse schools in Indonesia, Malaysia, and Finland. Method. Thematic analysis revealed that storytelling provided a safe dialogic space for students to express cultural identity, challenge stereotypes, and build emotional connections with peers. Teachers reported that narrative-based activities encouraged perspective-taking, compassion, and openness to difference. Results. The results demonstrate that storytelling functions not only as a language or cultural learning strategy but also as a moral-educational practice that nurtures inclusive classroom communities. Conclusion. The study concludes that integrating storytelling into school curricula offers a transformative approach to cultivating tolerance and intercultural empathy in multicultural education.
Podcasts as Digital Narratives for Higher Education: Enhancing Engagement and Reflective Learning Baharuddin Baharuddin; Clara Mendes; Dyah Retno Wulan; Erni Hastuti; Livia Alves
International Journal of Educational Narratives Vol. 3 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i5.2557

Abstract

Background. The integration of digital media in higher education has redefined how students engage with learning materials and construct reflective understanding. Podcasts, as a form of digital narrative, provide flexible, accessible, and multimodal learning experiences that foster critical thinking and personal connection with content. Purpose. This study aims to explore how educational podcasts enhance student engagement, promote reflective learning, and support independent knowledge construction in higher education.   Method. Using a qualitative mixed-method design, data were collected from 120 university students through surveys, focus group discussions, and reflective journals. Thematic and descriptive statistical analyses revealed that podcasts significantly increased learners’ motivation, concentration, and comprehension of complex concepts. Students reported that the narrative and conversational tone of podcasts stimulated reflective thinking and emotional engagement, making learning more meaningful and personalized. Results. The results also indicated that integrating podcasts into coursework encouraged continuous learning beyond the classroom and improved retention through self-paced listening.   Conclusion. The study concludes that podcasts function not only as instructional media but also as digital narratives that humanize learning by merging information delivery with reflection and storytelling.
Future Literacies through Digital Narratives: Preparing Students for the Storytelling Society of Tomorrow Ida Bagus Purwa Sidemen; Ni Nyoman Wahyu Adi Gotama; Ida Ayu Putu Sari; Irene Rosalina; Sokha Dara
International Journal of Educational Narratives Vol. 3 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i5.2559

Abstract

Background. The rapid evolution of digital communication has transformed storytelling into a foundational literacy of the 21st century, redefining how students create, interpret, and share meaning. Purpose. This study explores the role of digital narratives in cultivating “future literacies,” emphasizing creativity, critical thinking, collaboration, and digital ethics as essential competencies for the storytelling society of tomorrow.   Method. The research aims to identify how digital storytelling can be integrated into formal education to prepare learners for a future dominated by narrative-driven communication across media platforms. Results. The findings demonstrate that digital storytelling fosters multiliteracies visual, media, and technological while strengthening students’ reflective and ethical awareness in digital environments. Participants exhibited enhanced capacity to structure arguments, convey empathy, and critically evaluate digital content.   Conclusion. The study concludes that digital narratives are not merely tools for creative expression but frameworks for developing adaptive literacy practices aligned with global digital transformation. Integrating digital storytelling into education equips learners to become responsible and innovative communicators in a networked world.
Teachers’ Reflective Journals as Professional Narratives: Insights into Pedagogical Ethics and Practice Markus Oci; Luis Santos; Andres Villanueva; Ali Khan
International Journal of Educational Narratives Vol. 3 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i5.2560

Abstract

Background. Reflective practice has long been recognized as a cornerstone of teachers’ professional growth, offering a pathway for ethical awareness and pedagogical refinement. This study explores teachers’ reflective journals as professional narratives that reveal the moral, emotional, and intellectual dimensions of teaching. Purpose. The purpose of this research is to analyze how reflective writing fosters teachers’ ethical consciousness, self-understanding, and pedagogical decision-making within the context of daily classroom practice. Method. Using a qualitative narrative inquiry design, data were collected from 20 reflective journals written by in-service teachers over one academic semester. Results. The findings demonstrate that reflective journals function not merely as records of experience but as dialogical spaces for reconstructing professional identity and moral integrity. Teachers’ reflections revealed an ongoing interplay between personal values and institutional expectations, highlighting the ethical complexity of teaching.   Conclusion. The study concludes that reflective journaling cultivates moral sensitivity, critical awareness, and a sustained commitment to ethical teaching practice, positioning it as a vital narrative tool for professional learning.
Narrative Approaches in Character Education: Stories as a Medium of Moral and Ethical Learning Desy Anindia Rosyida; Jamil Khan; Ida Wahyu Wijayati; Feby Arief Nugroho; Khalil Zaman
International Journal of Educational Narratives Vol. 3 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i5.2561

Abstract

Background. Character education has increasingly emphasized the need for approaches that move beyond prescriptive moral instruction toward more experiential and reflective forms of ethical learning. Purpose. This study investigates how narrative approaches particularly storytelling and personal narratives can serve as effective mediums for developing moral reasoning, empathy, and ethical awareness among students. Method. The research aims to explore the pedagogical role of stories in fostering internalized moral values and to analyze how narrative engagement influences students’ ethical reflection and behavioral choices. Employing a qualitative case study design, data were collected through classroom observations, teacher interviews, and analysis of students’ reflective writings across three secondary schools implementing story-based character education programs. Results. The findings indicate that narrative pedagogy enables students to connect moral principles with lived experience, encourages perspective-taking, and stimulates dialogical moral reasoning. Stories functioned as ethical mirrors, allowing students to examine moral dilemmas within familiar contexts while developing emotional resonance with diverse human experiences.   Conclusion. The study concludes that storytelling is not only a didactic tool but also a transformative medium that cultivates ethical imagination, empathy, and critical reflection, making it essential to holistic character education.

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