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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 8 Documents
 1 
Search results for , issue "vol. 3 no. 6 (2025)" : 8 Documents clear
Narratives of Resilience: Exploring Student Stories During Remote Learning in the COVID-19 Pandemic Catherine Li; Rahmat Hidayat; Kumudu Wijerathna; Alma Yulianti
International Journal of Educational Narratives Vol. 3 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i6.2555

Abstract

Background. The COVID-19 pandemic forced an abrupt transition from face-to-face instruction to remote learning, exposing students worldwide to significant academic, technological, and psychosocial challenges. Purpose. This study aimed to explore students’ lived experiences of resilience during remote learning by examining their narratives of adaptation, coping strategies, and personal development in online educational contexts. Method. A qualitative research design employing narrative inquiry was used. Data were collected from 50 secondary and tertiary students across diverse educational settings through in-depth narrative accounts. Results. The findings revealed that students demonstrated resilience through proactive time management, creative engagement with digital platforms, peer collaboration, and positive cognitive reframing of challenges. Participants reported enhanced self-directed learning skills, increased autonomy, and improved emotional regulation as outcomes of prolonged remote learning. Conclusion. The study concludes that resilience plays a vital role in sustaining student engagement and well-being in remote learning environments.
Narrative Inquiry into STEM Learning: Humanizing Science and Mathematics Education through Stories Mohammad Ali; Evvy Lusyana; Reza Karimi
International Journal of Educational Narratives Vol. 3 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i6.2562

Abstract

Background. STEM education has traditionally emphasized technical proficiency and cognitive mastery, often overlooking the human, emotional, and ethical dimensions of learning. This study explores how narrative inquiry can serve as a humanizing framework for science and mathematics education by integrating personal stories, lived experiences, and reflective dialogue into STEM classrooms. Purpose. The research aims to examine how narratives influence students’ conceptual understanding, engagement, and sense of identity within STEM learning environments. Method. Using a qualitative narrative inquiry design, data were collected from classroom observations, reflective journals, and in-depth interviews with teachers and students across three interdisciplinary STEM programs. Results. The findings reveal that storytelling fosters empathy, curiosity, and deeper conceptual comprehension by connecting abstract scientific concepts to real-world experiences. Teachers reported that narrative integration enhanced collaboration and critical thinking, while students demonstrated increased ownership of learning and appreciation for the human relevance of STEM subjects. Conclusion. The study concludes that narrative-based STEM education bridges the gap between technical knowledge and human experience, cultivating reflective, ethical, and socially conscious learners. Narrative inquiry thus repositions STEM not only as a field of innovation but also as a domain of meaning, emotion, and shared human inquiry.  
Social Media as Narrative Pedagogy: Instagram Stories and TikTok in Contemporary Learning Practices Misbahul Khairani; Aung Myint; Thandar Htwe; Siti Nur Azizah
International Journal of Educational Narratives Vol. 3 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i6.2563

Abstract

Background. The rapid evolution of social media platforms has reshaped educational communication, offering new spaces for narrative-based learning that merges visual storytelling with participatory engagement. Purpose. This study explores the use of Instagram Stories and TikTok as narrative pedagogical tools that enhance students’ reflective, creative, and critical learning experiences in contemporary classrooms. Method. The research aims to analyze how short-form digital narratives can foster multimodal literacy, social interaction, and emotional connection in learning processes. Employing a qualitative narrative inquiry design, data were collected through classroom observations, student-generated content, and semi-structured interviews with educators and learners across higher education contexts. Results. The findings reveal that Instagram and TikTok stories serve as dynamic platforms for constructing personalized learning narratives that integrate academic content with lived experiences. Students demonstrated heightened engagement, creativity, and agency when invited to design educational stories, while teachers reported improved dialogic relationships and inclusivity in their classrooms. Conclusion. The study concludes that narrative pedagogy through social media transforms passive consumption into active knowledge creation, bridging formal and informal learning spaces. It emphasizes the potential of digital storytelling to cultivate critical digital citizenship and empathy among learners in the 21st century.
Narrative Pedagogy and Student Identity: Exploring Self-Expression in Classroom Storytelling Projects Carlos Martins; Lusiana Rahmadani Putri; Syilvia Wenny J; Siti Aisyah Hanim
International Journal of Educational Narratives Vol. 3 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i6.2564

Abstract

Background. In recent years, storytelling has gained recognition as a powerful pedagogical approach that supports reflective learning, self-expression, and identity formation. Purpose. This study sought to explore how classroom storytelling projects facilitate students’ reflective engagement and contribute to the construction of personal and academic identities in higher education contexts. Method. Using a qualitative narrative inquiry design, data were collected from 24 university students and 3 lecturers through semi-structured interviews, reflective journals, and storytelling artifacts. The data were analyzed thematically to examine patterns of self-expression, transformation, and relational meaning-making. Results. The findings indicate that storytelling practices enabled students to articulate personal experiences in relation to academic content, enhancing self-awareness, empathy, and communicative confidence. Narrative engagement also fostered emotional literacy and a stronger sense of belonging, transforming the classroom into a dialogic and ethically grounded learning space. Conclusion. The study concludes that narrative pedagogy humanizes the learning process by integrating reflection, identity construction, and ethical understanding. Storytelling emerges as a vital pedagogical practice for cultivating holistic education that supports intellectual, emotional, and social development.
Local Wisdom and Oral History in Education: Storytelling as a Bridge for Cultural Sustainabilit Hasmiza Hasmiza; Lia Khalisa; Adam Idris; Sitti Agustina
International Journal of Educational Narratives Vol. 3 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i6.2606

Abstract

Background. The erosion of local wisdom and oral traditions in modern education threatens cultural continuity and identity among younger generations. The study explores storytelling as a pedagogical bridge to sustain cultural values through education. Purpose. The research aims to examine how oral history and indigenous narratives can be integrated into formal learning to promote cultural awareness, moral development, and intergenerational connection. Method. Using a qualitative descriptive design, the study employed interviews, classroom observations, and content analysis in selected elementary schools in Central Java and Bali. Teachers, students, and community elders were involved as participants to document and interpret local narratives used in classroom instruction. Results. The findings reveal that storytelling serves as a dynamic learning medium that enhances students’ empathy, creativity, and understanding of local identity. The integration of oral history into the curriculum also strengthens social cohesion by positioning traditional knowledge as a living source of moral and environmental education. Conclusion. The research concludes that incorporating local narratives within pedagogical frameworks revitalizes indigenous wisdom while enriching 21st-century education. The study recommends teacher training and curriculum reform emphasizing community-based storytelling as a tool for sustainable cultural education.  
Narrative Approaches to Teacher Agency: How Educators’ Stories Shape Educational Change Erwin Erwin; Teboho Maseko; Syafiq Amir; Saiful Fallah
International Journal of Educational Narratives Vol. 3 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i6.2893

Abstract

Background. Teacher agency plays a crucial role in educational transformation, yet its narrative dimensions remain underexplored. This study addresses how educators' stories shape their capacity to influence professional practices and institutional policies amid reform initiatives, drawing on narrative theory to examine storytelling as a sense-making tool for navigating complex educational landscapes. Purpose. The primary aim is to investigate how teachers construct and enact professional agency through narrative structures in relation to educational change, identifying patterns across career stages and reform types to understand temporal, collective, and contextual influences on agency development. Method. Data collection included three life history interviews per participant over six months, supplemented by artifacts and researcher reflections. Analysis utilized Clandinin and Connelly's three-dimensional framework, incorporating structural, thematic, and dialogic techniques with member checking for trustworthiness. Results. Findings revealed three dominant narrative plots: progressive (heroic transformation), tragic (constrained persistence), and comedic (pragmatic improvisation). Career stage variations showed early-career teachers focusing on individual agency, mid-career on collective action, and veterans on temporal depth. Conclusion., providing a framework for understanding how stories mediate reform implementation and empower educators. This approach highlights the potential for narrative practices to foster equitable, context-sensitive transformations in education.
Embedding Qur’anic Values into Student-Centered Learning: A Framework for Character Education in Contemporary Classrooms Eva Syafaah Hasanah
International Journal of Educational Narratives Vol. 3 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i6.2934

Abstract

Background. Contemporary education often emphasizes cognitive achievement and 21st-century skills, while character formation and spiritual values receive limited attention, particularly within Muslim educational contexts. This imbalance highlights the need for pedagogical frameworks that integrate academic learning with moral and spiritual development rooted in Islamic values. Purpose. This research aimed to formulate and examine a character education framework that internalizes Qur’anic values within student-centered learning practices in modern classrooms. Method. The study employed a qualitative approach through literature review and conceptual analysis. Data sources included curriculum documents, theoretical studies on character education, principles of student-centered learning, and Qur’anic verses emphasizing values such as honesty, responsibility, cooperation, empathy, and critical thinking. Results. The findings suggest that Qur’anic values can be effectively internalized through active learning strategies, including reflective discussions, project-based learning, contextual problem-solving, and authentic assessment. These strategies promote active student engagement, independence, and the practical application of character values in daily life. Conclusion. The study concludes that integrating Qur’anic values into student-centered learning offers a relevant and sustainable framework for holistic character education. This approach not only enhances academic participation but also strengthens moral and spiritual development, making it a contextual pedagogical model for modern classrooms.
Storytelling Therapy in schools: Supporting Emotional Well-Being through Narative Practices Maulida Shanti Yusuf; Rania Khatib; Nasser Qudah
International Journal of Educational Narratives Vol. 3 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i6.2937

Abstract

Background. Emotional well-being has emerged as a central concern in contemporary school contexts, as students increasingly encounter psychological, social, and academic pressures that affect learning and development. While schools have adopted various social-emotional learning initiatives, therapeutic approaches grounded in narrative meaning-making remain underutilized. Purpose. The primary aim of this study is to examine how storytelling therapy implemented in school settings supports students’ emotional well-being through narrative practices. Method. This research employed a qualitative descriptive design with a narrative-oriented approach. Participants included students and educators selected through purposive sampling in schools implementing storytelling-based activities. Results. Findings indicate that storytelling therapy enhances emotional expression, emotional regulation, peer interaction, and self-confidence among students. Sustained narrative participation fostered gradual emotional openness and strengthened social bonds within classrooms. Case-based analysis illustrated individual emotional transformation through symbolic storytelling and narrative reframing of personal challenges. Conclusion. The study concludes that storytelling therapy is an effective school-based approach for promoting emotional well-being through narrative meaning-making.

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