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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.
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Articles 30 Documents
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Search results for , issue "vol. 4 no. 2 (2026)" : 30 Documents clear
Narrative-Based Interactive Multimedia in Islamic Religious Education: Reconstructing Learning Engagement among Generation Z Rizki Pebrina; Ulvi Marta Vera; Susi Herawati; Ali Akbar
International Journal of Educational Narratives Vol. 4 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i2.3451

Abstract

Background. The emergence of the Society 5.0 era has catalyzed fundamental shifts within the educational landscape, specifically challenging Islamic Religious Education (IRE) to evolve. Purpose. This study aims to analyze the utilization of narrative-based interactive multimedia within the context of Islamic Religious Education. Specifically, the research investigates how this specific medium relates to student learning engagement and its overall effectiveness in addressing the pedagogical needs of the digital era. Method. The research employed a quantitative descriptive method to evaluate the implementation of these digital tools. Data were systematically collected through questionnaires distributed to students and subsequently analyzed using descriptive statistical techniques to determine the perceived benefits and levels of engagement. Results. The findings indicate that students perceive narrative-based interactive multimedia as highly beneficial for the learning process. The integration of technology is significantly associated with increased interest, motivation, and comprehension of IRE materials. Conclusion. This study concludes that narrative-based interactive multimedia is a relevant and appropriate learning medium for Generation Z. By fostering higher student engagement and providing more engaging narratives, these tools serve as a vital resource for modernizing Islamic Religious Education in the digital era.  
Exploring Students’ Lived Experiences of Statistical Literacy in a Mathematical Statistics Course: A Phenomenological Narrative Study Azis Azis; Jarnawi Afgani Dahlan
International Journal of Educational Narratives Vol. 4 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i2.3458

Abstract

Background. The rapid development of information technology and the increasing use of data across various domains require students to be able to understand and critically interpret statistical information. Statistical literacy has become an essential competency in higher education, particularly in contexts that demand data analysis and interpretation of research findings. However, previous studies indicate that students still experience difficulties in understanding statistical concepts and interpreting statistical information appropriately. Purpose. This study aims to explore the statistical literacy of mathematics education students after completing a mathematical statistics course, with a particular focus on how they experience and construct meaning of statistical concepts. Method. This study employed a qualitative approach with a phenomenological design to examine students’ lived experiences in learning statistics. The participants were mathematics education students who had completed a mathematical statistics course. Data were collected through a statistical literacy test consisting of 15 items used as an elicitation tool, followed by semi-structured interviews to explore students’ meaning-making processes. Data were analyzed using thematic analysis to identify patterns in how students understand and interpret statistical concepts and information. Results. The findings reveal that students’ statistical literacy is predominantly characterized by procedural understanding, where students are able to execute statistical procedures but struggle to interpret results and critically evaluate research findings. More importantly, the study identifies a pattern of understanding conceptualized as surface statistical thinking, in which students rely on mechanical procedures, exhibit limited knowledge transfer, and demonstrate fragmented conceptual understanding. These findings highlight that students’ difficulties are not merely related to ability levels, but are rooted in how they experience and make sense of statistics learning. Conclusion. This study contributes theoretically by proposing surface statistical thinking as a phenomenological construct that explains the gap between procedural performance and conceptual understanding in statistical literacy. Therefore, statistics instruction in higher education should be designed to promote conceptual understanding through contextual, reflective, and data-driven learning, while integrating data literacy and critical thinking to better prepare students for the demands of the data-driven and artificial intelligence era.
Spiral Curriculum Model in Islamic Boarding School Fiqh Curriculum Management: Turaath-Based Vertical Continuity Analysis Zainal Abidin; Ahmad Qusairi; Ikmal Wahyudi; Musleh Harry
International Journal of Educational Narratives Vol. 4 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i2.3461

Abstract

Background. The research into Islamic boarding school (pesantren) curricula has mainly centred on the process of institutional change, whereas the internal workings of fiqh turath have received scant attention from the perspective of the modern theory of curriculum. It is noteworthy that turath may be regarded as a means for realizing the idea of a vertical curriculum because the point has never been considered theoretically before. Purpose. This study aims to analyze the vertical continuity of fiqh learning in pesantren and to examine the extent to which the structure of classical texts reflects the characteristics of a spiral curriculum. Method. A qualitative longitudinal case study was conducted at Darullughah Wadda’wah Islamic Boarding School. Data were collected through curriculum documents, examination archives, classroom observations across three instructional levels, and semi-structured interviews with key stakeholders. The analysis employed qualitative curriculum mapping and cognitive task analysis based on the revised Bloom’s taxonomy. Results. The findings show that core fiqh themes recur systematically across instructional levels, accompanied by progressive argumentative deepening and increasing cognitive complexity. This pattern reflects an implicit spiral structure embedded in the mukhtashar–syarah textual tradition, indicating a consistent form of vertical alignment without formal curriculum engineering. Conclusion. This paper contributes theoretically to the discussion by reinterpreting the idea of a spiral curriculum through a text-based epistemology, where it is shown that coherence in curricula can result from the inherent structures in classical texts. This theory is used to develop the Turath-Based Spiral Curriculum Model, which seeks to integrate traditional Islamic education with modern curricular theory. Due to the limitations of the single case study design, this theory is not a general theory but rather a theoretical proposition.
Narrating Curriculum Transformation in Islamic Boarding School: Integrating Tradition and Digital Practices in Islamic Boarding School Education Salis Irvan Fuadi; Raharjo Raharjo; Ikhrom Ikhrom; Laila Ngindana Zulfa
International Journal of Educational Narratives Vol. 4 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i2.3477

Abstract

Background: Digital technology is an important part of Islamic boarding schools that need to pay attention to Islamic educational institutions in the archipelago. The rapid development of digital technology urges Islamic educational institutions, including salaf Islamic boarding schools, to transform curriculum design to remain relevant while preserving traditional identity. Integrating classical Islamic values with technological innovation presents both challenges and opportunities in pesantren education. Purpose: This study aims to analyze the curriculum design of Al-Asy’ariyyah Islamic Boarding School, Kalibeber Wonosobo, in adapting to technological developments in the digital era. Method: A mixed-methods approach was employed using questionnaires, interviews, observations, and documentation. Quantitative data were analyzed using descriptive statistics, while qualitative data were processed through data reduction, presentation, and conclusion drawing. Results: The findings indicate that the curriculum maintains traditional sorogan and bandongan learning methods while integrating digital technology utilization. Approximately 50% of respondents produced fiqh content, 23% moral content, 17% hadith content, and 10% interpretative content. The dominant media included images (63%), videos (26%), and animations (11%), while digital tools facilitated learning interaction and online academic communication. Conclusion: The pesantren curriculum demonstrates adaptive, flexible, and collaborative characteristics through integrating traditional Islamic education with digital technology while sustaining Islamic and local cultural values.
Enhancing Pre-Service Teachers’ Literacy and Numeracy through Deep Learning Pedagogy: Evidence from a Quasi-Experimental Study Arifin Ahmad; Moh. Nurhadi; Dahlia Rineva Puspitasari
International Journal of Educational Narratives Vol. 4 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i2.3478

Abstract

Background. Literacy and numeracy are fundamental epistemic competencies required for professional teachers to analyze educational data and make evidence-based decisions. Despite their importance, many teacher education programs still rely on conventional instructional methods that promote surface learning rather than deep conceptual understanding. Purpose. This study examined the effectiveness of deep learning pedagogy in enhancing the literacy and numeracy competencies of pre-service teachers in the Teacher Professional Education (PPG) program. It further sought to identify the impact of this approach on students' analytical and reflective capacities compared to conventional methods. Method. A quantitative quasi-experimental design with a nonequivalent control group was employed. Participants were divided into an experimental group (deep learning pedagogy) and a control group (conventional methods). Data were gathered through pre-tests and post-tests and analyzed using independent sample t-tests and N-Gain analysis. Results. Baseline scores showed no significant differences between groups (p > 0.05). Post-intervention, the experimental group’s mean score rose to 87.50 (a 34.62% increase), significantly outperforming the control group’s 75.00 (a 15.38% increase). The t-test confirmed a significant difference (t = 3.678, p = 0.001, d = 0.92). Furthermore, N-Gain analysis revealed moderate improvement for the experimental group (g = 0.64) versus low improvement for the control group (g = 0.29). Conclusion. Deep learning pedagogy significantly enhances literacy and numeracy competencies within the Indonesian PPG context. Theoretically, these findings extend Fullan’s framework to professional teacher education. Practically, the study provides a replicable model for institutions aiming to foster data-informed teaching and metacognitive reflection among future educators.
Provoking Active Learning among Student Teachers in Distance Education through a Dialogical Online Tutorial Approach Titi Chandrawati; David Kaufman; Charles Scott
International Journal of Educational Narratives Vol. 4 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i2.3487

Abstract

Background. Distance education environments often face challenges in fostering active learning because online interactions can easily become teacher-centered, leading students to act as passive recipients of information. A dialogical learning approach is considered a potential strategy to promote participation and reduce passive learning patterns in online tutorials. Purpose. This study aims to analyze the use of a dialogical approach in provoking active learning among student teachers participating in online tutorials at Universitas Terbuka (UT). Method. This research employed a qualitative case study design to explore the implementation of a dialogue-based learning approach in an online tutorial. The participants consisted of nine student teachers enrolled in the Early Childhood Education program, all of whom were practicing kindergarten teachers, along with one online tutor facilitating the tutorial. Data were collected through observations of online tutorial interactions and participants’ reflections on their learning experiences. Results. The findings indicate that the dialogical approach successfully encouraged student teachers to become more active learners during the online tutorials. Through structured dialogue, participants were able to exchange ideas, share professional experiences, and collaboratively construct knowledge. The dialogical interaction also reduced the tendency toward the banking concept of education by fostering reciprocal communication between tutor and students. Conclusion. The implementation of a dialogical learning approach in distance education can enhance student participation and support meaningful learning experiences. This approach provides an effective strategy for promoting active engagement among student teachers in online learning environments.
Narrating Collaborative Music Learning: Teachers’ Lived Experiences in Developing Students’ Musical Abilities Steffi Eka Permatasari R. A. Ratu; Yosefina Metan; Dersy Rejoice Taneo; Anita Papadja; Ricman Babys
International Journal of Educational Narratives Vol. 4 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i2.3492

Abstract

Background. Music education in junior high schools plays an important role in developing students’ musical skills, creativity, character, and social abilities. However, teaching practices are often dominated by conventional teacher-centered methods, resulting in students’ musical abilities not developing optimally. Therefore, this study aims to examine teachers’ strategies in developing musical abilities through collaborative learning. Purpose. The aim of this study is to determine the strategies used by teachers in developing students’ musical abilities through collaborative learning in classroom practice. Methods. This study employed a qualitative approach using a narrative inquiry design to explore teachers’ experiences in designing and implementing collaborative music instruction at SMP Negeri 4 Taebenu. Data were collected through reflections, classroom observations, and interactions during the research process. Data analysis used narrative thematic analysis based on Braun and Clarke and supported by Clandinin and Connelly’s narrative inquiry framework. Results. Collaborative music learning at SMPN 4 Taebenu is implemented through planning, implementation, and evaluation stages integrated within the Lesson Plan (RPP) adjusted to student characteristics. Strategies are student-centered through group work, inquiry learning, and peer tutoring to increase participation and interaction. Learning activities include rhythmic exercises, music games, and ensemble practice that support experiential learning. Assessment is conducted through observation, interviews, and formative and summative evaluations covering process and outcomes. Challenges include differences in student ability, limited time, and lack of instruments, requiring adaptive strategies and better facilities. Conclusions. Collaborative learning strategies support students’ musical ability development through structured planning and active group participation. Teachers act as facilitators using interactive methods and varied learning media. Existing constraints require institutional support and improved management to strengthen learning effectiveness.
Voices Behind the Screen: A Narrative Inquiry into Short Video Addiction and Academic Procrastination Among Muslim Students in Yogyakarta Sutipyo Ru'iya; Sutarman Sutarman; Yahaya Newae; Yusron Masduki
International Journal of Educational Narratives Vol. 4 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i2.3494

Abstract

Background. High engagement in short video viewing among students can negatively impact academic activities, leading to increased academic procrastination. This tendency is exacerbated when students have low self-awareness. Purpose. This study aimed to analyze the effect of short video addiction on academic procrastination among high school students in Yogyakarta, with self-awareness serving as a moderating variable. Understanding this relationship is important for developing strategies to reduce academic procrastination and improve students' academic performance. Method. This quantitative study employed a cross-sectional design. Data were collected using validated psychological scales measuring short video addiction, academic procrastination, and self-awareness. The sample consisted of 309 high school students. Data analysis was conducted using factor analysis via SmartPLS 3.0. Results. The hypothesis test revealed that short video addiction positively affected academic procrastination, explaining 53.7% of the variance. Self-awareness negatively affected academic procrastination, accounting for 32.1% of the variance. Meanwhile, self-awareness was not statistically proven to moderate the effect of short video addiction on academic procrastination, because the p-values ??were 0.066 > 0.05. Conclusion. Higher short video addiction was associated with higher levels of academic procrastination, while higher self-awareness was associated with lower levels of academic procrastination. However, self-awareness does not play an effective role in moderating the effect of short video addiction on academic procrastination.
Faith in Flux: A Narrative Approach to Transformational Curriculum Management in Christian Education Amidst Digital Disruption Berdinata Massang; Hotliong Verawaty; Juanda Manullang
International Journal of Educational Narratives Vol. 4 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i2.3496

Abstract

Background: Global disruption and the acceleration of digitalization have significantly transformed the educational landscape, including Christian education, which has traditionally managed its curriculum in an administrative and procedural manner. This condition poses serious challenges to the relevance of the curriculum in addressing the demands of twenty-first-century competencies while simultaneously maintaining Christian faith values. Purpose: This study aims to analyze the limitations of the administrative curriculum management model in Christian education and to formulate a transformational curriculum management model that is responsive to global disruption and the digitalization of education. Method: The research employs a qualitative approach using a literature review method and conceptual analysis of relevant international and national scholarly works. Results: The findings indicate that a transformational curriculum management model is capable of holistically integrating digital innovation, visionary leadership, and Christian values within the processes of curriculum planning, implementation, and evaluation. The discussion underscores the importance of shifting the curriculum management paradigm from an administrative function toward a strategic and adaptive function. Conclusion: This study concludes that the transformational model represents a relevant and sustainable approach for the development of Christian education in the era of global disruption.
Bridging Digital Health and Sasak Tradition: A Narrative Inquiry into the BERIUK Program for Preconception Nutrition Education Baiq Eka Putri Saudia; Imtihanatun Najahah; I Gusti Ayu Putu Sriwahyuni; Lely Cintari
International Journal of Educational Narratives Vol. 4 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i2.3497

Abstract

Background. The nutritional status of maternal and child health is a determinant of the quality of human resources. This is increasingly clear with evidence that the nutritional status and health of mothers during preconception, pregnancy, and breastfeeding are very critical periods. The importance of preconception nutrition is closely related to the incidence of Stunting. NTB Province is one of the provinces that contributes to stunting of 77,037 toddlers. Therefore, prospective brides and grooms require adequate nutrition to ensure optimal preconception health and reduce the risk of stunting in their future children. Purpose. to find out the role of BERIUK (Berugaq Information Education) for Prospective Brides and Grooms in increasing knowledge and attitudes about pre-conception nutrition using the Android application media Gipsi (Pre-Conception Nutrition). Method. The study used a quasi-experimental with a pretest-posttest group approach. It was conducted in West Lombok Regency, NTB Province with 60 prospective brides and grooms. Data were analyze using paired t-tests to determine differences in knowledge and attitudes before and after the intervention.   Results. The results showed a significant increase in knowledge and attitudes after the intervention. The t-test revealed a significant difference in knowledge (p = 0.000 < ? = 0.05) and attitudes (p = 0.001 <?=0.05), indicating that education via BERIUK significantly improved both outcomes among prospective brides and grooms. Conclusion. Combining culturally relevant education with digital media is highly effective. Using BERUIK alongside the Gipsi Android application significantly increased knowledge and positively influenced attitudes regarding preconception nutrition among prospective brides and grooms.

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