International Journal of Educational Narratives
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.
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<![CDATA[Digital Vlogs as Learning Narratives: A Case Study of Student Engagement in Online Learning Environments ]]>
<![CDATA[Makhrus Ali]]>;
<![CDATA[Ethan Tan]]>;
<![CDATA[Ryan Teo]]>
<![CDATA[ International Journal of Educational Narratives Vol. 4 No. 1 (2026) ]]>
Publisher : <![CDATA[Yayasan Adra Karima Hubbi ]]>
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DOI: 10.70177/ijen.v4i1.2888
<![CDATA[Background. Digital vlogs offer multimodal narrative spaces combining visual, auditory, and reflective elements, yet existing research has not systematically examined how vlogs function as learning narratives or their specific influence on multidimensional student engagement over time. Purpose. This qualitative case study investigated how digital vlogs operate as learning narratives and influence behavioral, emotional, and cognitive dimensions of student engagement in online learning environments, guided by the Community of Inquiry framework and narrative learning theory. Method. Eighteen undergraduate students enrolled in an online educational psychology course participated in semester-long data collection involving seven vlog submissions, three-point semi structured interviews, reflective journals, and artifact analysis. Results. Findings reveal progressive engagement development with vlog length increasing from 3.2 to 5.7 minutes, reflective depth scores rising from 2.8 to 4.3, and narrative elements increasing from 68% to 89%. Three primary themes emerged: narrative ownership (94% of participants), multimodal expression (83%), and social presence (78%). Conclusion. The study's novelty lies in demonstrating that asynchronous video narratives generate authentic social presence and in integrating narrative learning theory with the Community of Inquiry framework, providing educators with conceptual tools for designing engagement-focused online learning experiences.]]>
<![CDATA[Narrative-Based Assessment: Using Student Stories for Measuring Learning Progress and Metacognition ]]>
<![CDATA[Siri Lek]]>;
<![CDATA[Ming Pong]]>;
<![CDATA[Ravi Dara]]>;
<![CDATA[Widiharto Purnomo]]>
<![CDATA[ International Journal of Educational Narratives Vol. 4 No. 1 (2026) ]]>
Publisher : <![CDATA[Yayasan Adra Karima Hubbi ]]>
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DOI: 10.70177/ijen.v4i1.3068
<![CDATA[Background. Narrative-based assessment has emerged as an alternative approach to traditional evaluation practices that often prioritize standardized outcomes over learning processes. Conventional assessments provide limited insight into how students develop understanding and regulate their thinking. Student narratives, in contrast, offer rich representations of learning experiences and reflective engagement, yet their systematic use for measuring learning progress and metacognition remains underexplored. Purpose. This study aims to examine how narrative-based assessment using student stories can be utilized to measure learning progress and metacognitive development. The research seeks to identify narrative features that indicate cognitive growth, reflective depth, and self-regulatory awareness in learning contexts. Method. A qualitative descriptive research design with a longitudinal narrative approach was employed. Participants were students engaged in reflective learning activities selected through purposive sampling. Data were collected through student narratives, reflective prompts, and learning artifacts, and analyzed using thematic, structural, and linguistic analysis to identify indicators of learning progress and metacognition. Results. Findings indicate that repeated narrative engagement leads to increased metacognitive awareness, strategy articulation, and evaluative reflection. Student stories demonstrated progressive development from descriptive accounts toward coherent and self-regulated learning narratives. Case analysis further illustrated individual learning transformation through narrative expression. Conclusion. Narrative-based assessment is effective for capturing learning progress and metacognition as dynamic and developmental processes. The novelty of this study lies in operationalizing student narratives as systematic assessment evidence, positioning storytelling as a valid and inclusive approach for measuring learning development.]]>
<![CDATA[Digital Storytelling for Sustainability Education: Examining Its Impact on Pro-Environmental Behavior ]]>
<![CDATA[Rina Farah]]>;
<![CDATA[Zain Nizam]]>;
<![CDATA[Rahmi Setiawati]]>
<![CDATA[ International Journal of Educational Narratives Vol. 4 No. 1 (2026) ]]>
Publisher : <![CDATA[Yayasan Adra Karima Hubbi ]]>
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DOI: 10.70177/ijen.v4i1.3070
<![CDATA[Background. Narrative communication offers promising alternatives, yet systematic understanding of how digital storytelling specifically promotes sustained pro-environmental behaviors remains underdeveloped. Purpose. This study investigated whether participatory creation of digital environmental narratives leads to stronger and more sustained pro-environmental behavior change compared to passive narrative consumption or information-based education, while also examining the mediating roles of psychological mechanisms such as narrative transportation and environmental self-efficacy Method. Mixed-methods experimental design randomly assigned 228 undergraduate students to participatory creation, passive consumption, or information-based control conditions, measuring pro-environmental behaviors, attitudes, self-efficacy, and psychological distance across baseline, immediate post-intervention, 3-month, and 6-month follow-ups. Results. Participatory creation produced significantly greater behavior change (33% increase maintained at 6-month follow-up) compared to passive consumption (12% increase) and control (0% increase). Environmental self-efficacy mediated 61% of participatory creation effects while narrative transportation mediated 73% of passive consumption effects. Conclusion. This research demonstrates that creating digital environmental narratives produces superior behavior change compared to consuming narratives through distinct psychological mechanisms emphasizing capability-building over persuasion.]]>
<![CDATA[The Effectiveness of Audio-Visual Learning Media in Improving Arabic Speaking, Listening, and Vocabulary Skills: Evidence from Indonesian Students ]]>
<![CDATA[Muh. Fihris Khalik]]>
<![CDATA[ International Journal of Educational Narratives Vol. 4 No. 1 (2026) ]]>
Publisher : <![CDATA[Yayasan Adra Karima Hubbi ]]>
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DOI: 10.70177/ijen.v4i1.3307
<![CDATA[Background. The increasing demands of global communication and the integration of technology in education have highlighted the importance of mastering foreign languages, including Arabic. However, many university students continue to demonstrate low proficiency in Arabic, particularly in speaking and listening skills. This issue is often associated with limited variation in instructional Purpose. This study aims to evaluate the effectiveness of audio-visual media as a tool for strengthening Arabic language competency, particularly in speaking, listening, and vocabulary mastery. Method. This research employed a quantitative quasi-experimental design involving two groups: an experimental group that utilized audio-visual media and a control group that applied conventional learning methods. Results. The findings revealed that students in the experimental group showed significant improvement in speaking, listening, and vocabulary skills compared to those in the control group. Statistical analysis confirmed a significant difference in the mean scores, indicating that the use of audio-visual media had a positive and measurable impact on enhancing Arabic language competency. Conclusion. The study concludes that audio-visual media is an effective and engaging learning strategy for improving Arabic language skills. Its implementation not only enhances students’ comprehension and participation but also supports their readiness to meet the challenges of modern, technology-driven learning environments.]]>
<![CDATA[Leading for Resilience and Equity: The Role of Innovative School Leadership in Mitigating Crisis and Fostering Inclusive Learning Environments ]]>
<![CDATA[Choiruddin Choiruddin]]>;
<![CDATA[Bounmy Xaypanya]]>;
<![CDATA[Sulistyorini Sulistyorini]]>
<![CDATA[ International Journal of Educational Narratives Vol. 4 No. 1 (2026) ]]>
Publisher : <![CDATA[Yayasan Adra Karima Hubbi ]]>
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DOI: 10.70177/ijen.v4i1.3433
<![CDATA[Background: The COVID-19 pandemic and ongoing educational crises have exposed the inadequacy of traditional leadership models in maintaining continuity and inclusivity. Purpose: This study aims to explore how innovative school leadership strategies can promote resilience and equity while ensuring access for all students during disruptions. Method: A mixed-methods research design was implemented, integrating quantitative surveys with qualitative case studies of school leaders in crisis-prone regions. Results: The findings identified that leadership strategies focusing on flexibility, staff training, and community engagement significantly improved school resilience and marginalized student participation. Conclusion: The study concludes that a holistic and adaptive leadership approach is essential for maintaining equitable educational opportunities and building crisis-resilient school systems.]]>
<![CDATA[Implementation of Machine Learning as Interactive Media in Modern Computer Learning ]]>
<![CDATA[Jenny Sari Tarigan]]>;
<![CDATA[Erwinsyah Simanungkalit]]>;
<![CDATA[Mardhiatul Husna]]>;
<![CDATA[Djames Siahaan]]>
<![CDATA[ International Journal of Educational Narratives Vol. 4 No. 1 (2026) ]]>
Publisher : <![CDATA[Yayasan Adra Karima Hubbi ]]>
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DOI: 10.70177/ijen.v4i1.3447
<![CDATA[Background. This study explores the use of machine learning as an interactive medium in the context of modern computer learning, driven by increasingly dynamic educational demands that require adaptive and personalized learning approaches. Purpose. This study aims to evaluate the effectiveness of machine learning algorithms in developing interactive learning media that can improve conceptual understanding, active student participation, and a more personalized learning experience. Method. The methodology used is qualitative with a case study and experimental design, including observations, interviews with instructors and students, and quantitative and qualitative data analysis of system interactions. Results. The research findings indicate that learning media integrated with machine learning can adapt material to students' abilities and learning styles, provide real-time feedback, and increase student motivation and engagement in the learning process. The discussion highlights that machine learning functions not only as a technological tool but also as a means of pedagogical transformation that delivers an adaptive and personalized learning experience. Conclusion. Thus, the implementation of machine learning as an interactive medium has proven effective in improving the quality of the teaching-learning process, encouraging active participant engagement, and adapting materials to individual needs, making it an important strategy in modern, responsive computer education. ]]>
<![CDATA[Narrative Foundations of Islamic Sociology: Developing an Educational Framework Integrating Revelation and Social Sciences ]]>
<![CDATA[Wijaya Wijaya]]>
<![CDATA[ International Journal of Educational Narratives Vol. 4 No. 1 (2026) ]]>
Publisher : <![CDATA[Yayasan Adra Karima Hubbi ]]>
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DOI: 10.70177/ijen.v4i1.3454
<![CDATA[Background. The dominance of Western empirical paradigms in educational sociology has limited the integration of revelation as a primary source of knowledge in Islamic intellectual traditions. This creates a gap in developing a comprehensive Islamic sociological framework. Purpose. This study aims to formulate a concise educational framework that contributes to the development of a grand theory of Islamic Sociology based on the integration of revelation and social science. Method. This research employs a qualitative approach using literature review and conceptual analysis of classical Islamic texts, works of Islamic sociologists, and contemporary academic publications. Results. The findings show that integrating revelation and social science generates a sociological paradigm that incorporates empirical, normative, and transcendental dimensions. The study highlights a conceptual model that bridges religious values and scientific analysis, offering a more holistic understanding of educational and social realities. Conclusion. This study offers a novel theoretical contribution by providing an integrated framework that strengthens the foundation for developing Islamic Sociology and enriches contemporary educational discourse with a more comprehensive and value-based approach.]]>
<![CDATA[Enhancing Students’ Interest in Agriculture Through the Integration of Ethnoecology in Biology Education ]]>
<![CDATA[Yohanes Kamakaula]]>;
<![CDATA[Obadja Andris Fenetiruma]]>;
<![CDATA[Yunita Palinggi]]>
<![CDATA[ International Journal of Educational Narratives Vol. 4 No. 1 (2026) ]]>
Publisher : <![CDATA[Yayasan Adra Karima Hubbi ]]>
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DOI: 10.70177/ijen.v4i1.3455
<![CDATA[Background. The integration of local knowledge in science education is considered an effective approach to bridging the gap between theoretical content and students’ real-life experiences. Ethnoecology, which examines the relationship between communities and their natural environment through culturally transmitted practices, provides a relevant framework for contextualizing biology learning, particularly in agrarian settings. Purpose. This study aims to examine how the integration of ethnoecology in biology education can enhance students’ interest in the agricultural sector. Method. A qualitative design was employed using a literature review and conceptual analysis. Data were collected from peer-reviewed journal articles, academic books, and prior studies related to ethnoecology, local wisdom-based learning, and biology education. The analysis was conducted through systematic source selection, conceptual categorization, and thematic interpretation. Results. The findings indicate that the ethnoecological approach improves students’ understanding of ecological concepts, increases the relevance of learning to everyday life, and promotes appreciation of local agricultural practices as both scientific knowledge and cultural heritage. Conclusion. The integration of ethnoecology into biology learning is an effective strategy for enhancing students’ interest in agriculture while supporting the preservation of local knowledge and the development of sustainable agricultural practices.]]>
<![CDATA[The Role of Interactive Learning Media in Deep Learning: A Study on Critical Thinking Skills in Elementary Schools ]]>
<![CDATA[Sri Nur Rahmi]]>;
<![CDATA[Wahidmurni Wahidmurni]]>;
<![CDATA[Samsul Susilawati]]>
<![CDATA[ International Journal of Educational Narratives Vol. 4 No. 1 (2026) ]]>
Publisher : <![CDATA[Yayasan Adra Karima Hubbi ]]>
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DOI: 10.70177/ijen.v4i1.3457
<![CDATA[Background: The development of twenty-first-century education requires students to possess higher-order thinking skills, particularly critical thinking, which enables them to analyze information, evaluate perspectives, and make reasoned decisions. In elementary education, the integration of interactive learning media and deep learning approaches is increasingly considered important to support meaningful learning and foster students’ cognitive development. Purpose: This study aims to analyze the role of interactive learning media in facilitating deep learning to support the development of critical thinking skills among elementary school students. Method: The study employed a mixed-method approach using a sequential explanatory design. Quantitative data were collected through a teacher perception questionnaire and analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM) with the assistance of SmartPLS software. Qualitative data were subsequently used to elaborate and interpret the quantitative findings. Results: The findings indicate that interactive learning media and deep learning have not yet demonstrated a strong direct effect on students’ critical thinking skills. However, both elements function as facilitators within the learning process. The development of critical thinking skills requires the consistent integration of analytical and reflective learning activities within classroom instruction. Conclusion: Interactive learning media and deep learning should be positioned as supporting components within the broader learning ecosystem rather than as standalone determinants of critical thinking development. Their effectiveness largely depends on how teachers integrate these elements with pedagogical strategies that encourage sustained student engagement, reflection, and meaningful learning experiences.]]>
<![CDATA[Institutional Narrative of Digital Transformation: Toward an Educational Innovation Management Model to Enhance Higher Education Competitiveness ]]>
<![CDATA[Wakidi Wakidi]]>;
<![CDATA[Fatimah Aristiati]]>;
<![CDATA[Ayuba Olaniyi Jibril]]>
<![CDATA[ International Journal of Educational Narratives Vol. 4 No. 1 (2026) ]]>
Publisher : <![CDATA[Yayasan Adra Karima Hubbi ]]>
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DOI: 10.70177/ijen.v4i2.3464
<![CDATA[Background: The development of digital technology has encouraged higher education institutions to innovate in their learning systems and institutional governance to increase competitiveness. Various studies have addressed the adoption of digital technology in education, but a clear gap remains regarding the lack of integrated, systematic, and contextual innovation management that links the use of digital technology with increased higher education competitiveness. Purpose: This study aims to analyze the Institutional Narrative of Digital Transformation: Towards an Educational Innovation Management Model to Enhance the Competitiveness of Higher Education Institutions. Method: This research employs a qualitative approach with conceptual and narrative analysis of the literature on digital transformation, educational innovation, and institutional competitiveness. The data sources are scientific publications relevant to the research topic. Data collection techniques include a systematic literature search using scientific databases. Conclusion: Digitalization technology must be realized as a transformation encompassing changes in work processes, interaction patterns, and data-driven decision-making. This process must be gradual and sustainable, starting with vision, capacity building, system integration, monitoring, and adaptation. This integrated process will excel in efficiency, innovation, and global competitiveness, becoming a strategic step for the institution's future.]]>
