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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. 3 (2026)" : 30 Documents clear
Narratives of Performance Assessment-Based Competency Testing for Measuring Students' Programming Competencies Erwinsyah Simanungkalit; Jenny Sari Taringan; Mardhiatul Husna; Djames Siahaan
International Journal of Educational Narratives Vol. 4 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i3.3510

Abstract

Background. Programming competence is a fundamental skill for students in information technology education. Despite its importance, assessment practices continue to rely predominantly on theoretical examinations that inadequately represent students’ practical abilities to solve authentic programming problems. Purpose. This study aims to explore the narratives of performance assessment-based competency testing for measuring students’ programming competencies through an authentic and comprehensive assessment model that captures both learning processes and performance outcomes. Method. This study employed a quantitative approach using a quasi-experimental design supported by a literature review. Performance assessment narratives were developed from students’ competency test results using a structured rubric encompassing four dimensions: algorithm planning, code implementation, debugging, and program optimization. Results. The findings reveal narratives of students’ programming competency development that are more comprehensive than those generated through conventional assessment methods. The performance assessment model demonstrated greater accuracy in evaluating authentic programming competencies. Students achieved the highest performance in code implementation, whereas debugging and program optimization emerged as the primary challenges. Furthermore, the assessment narratives provided deeper insights into students’ critical thinking, problem-solving abilities, creativity, and the progression of their programming skills.   Conclusion. he narratives generated through performance assessment-based competency testing offer an authentic and effective evaluation framework for measuring students’ programming competencies. Beyond providing reliable evidence of learning outcomes, these narratives deliver meaningful feedback that supports continuous competency development and better prepares students to meet the professional demands of the information technology industry.
From Mud to Megabytes: A Narrative Journey of Digital Transformation and Data Management Resilience at SD Negeri Tambakrejo 03 Semarang Wisnu Yuli Setianingsih; Nurkolis Nurkolis; Muhammad Prayito; Waewalee Waewchimplee
International Journal of Educational Narratives Vol. 4 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i3.3530

Abstract

Background. Digital transformation requires schools to manage information efficiently and securely. However, many elementary schools still rely on fragmented paper-based records that are vulnerable to loss and damage. At SD Negeri Tambakrejo 03 Semarang, recurring floods exposed the fragility of conventional data management and highlighted the need for a more resilient digital solution. Purpose. This study aimed to develop the Pusporejotiga application as an integrated platform for school data management and to evaluate its feasibility, practicality, and effectiveness. Method. This study employed a Research and Development (R&D) approach using the Borg and Gall model. The research involved the principal, teachers, and administrative staff. Data were collected through interviews, observations, questionnaires, and documentation and analyzed using qualitative and quantitative techniques. Results. The Pusporejotiga application achieved a feasibility score of 90%, indicating that it was highly suitable for implementation. User evaluations produced an average practicality score of 4.46 out of 5, demonstrating a very high level of usability. The average effectiveness score increased from 53.8 before implementation to 89.0 after implementation, representing a 65.4% improvement. The application improved data accessibility, information organization, reporting efficiency, and data security while reducing administrative workload. It also transformed a context characterized by document vulnerability and fear of data loss into a model of digital resilience. Conclusion. The Pusporejotiga application effectively supports digital transformation and strengthens organizational resilience. The model provides a practical framework for protecting educational data and improving administrative performance, particularly in schools facing environmental risks such as flooding.
Student Narratives on the Use of Artificial Intelligence to Enhance Creativity and Academic Writing Skills Desy Liliani Husain; Rahayu Rahayu; Hanna Hanna
International Journal of Educational Narratives Vol. 4 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i3.3574

Abstract

Background. The increasing integration of artificial intelligence (AI) into higher education has transformed students' approaches to learning, particularly in academic writing. While previous studies have primarily examined the effectiveness of AI-assisted writing, limited attention has been given to students' own narratives and lived experiences regarding how these technologies shape their creativity, confidence, and writing practices. Purpose. This study explores student narratives on the use of artificial intelligence tools to enhance creativity and academic writing skills. Specifically, it examines how undergraduate students at Halu Oleo University, Kendari, Southeast Sulawesi, describe their experiences of using AI writing tools in academic writing courses, focusing on idea generation, writing organization, language improvement, creative engagement, and self-confidence. Method. This study employed a qualitative narrative approach involving fifteen undergraduate students enrolled in an Academic Writing course. Data were collected through in-depth semi-structured interviews and analysis of students' reflective writing samples. Results. The findings reveal that students consistently described AI tools as valuable learning companions that facilitated idea generation, improved text organization, refined language quality, and strengthened confidence throughout the writing process. Their narratives also demonstrated increased creative engagement and greater willingness to revise and develop academic texts.   Conclusion. Student narratives suggest that artificial intelligence can serve as a meaningful pedagogical resource for enhancing creativity and academic writing skills when integrated within a supportive instructional framework. The findings emphasize that AI should complement rather than replace students' critical thinking and creative processes.
Development and Validation of the Integrated Inquiry Blended Learning (IIBL) Model Supported by Smart Learning to Support 21st-Century Skills in Vocational Engineering Education: A Design-Based Research Study Irma Yulia Basri; Muhammad Giatman; Dony Novaliendry; Erni Marlina binti Saari; Riki Mukhaiyar; Ika Parma Dewi
International Journal of Educational Narratives Vol. 4 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i3.3592

Abstract

Background. The learning process in vocational engineering electronics still faces challenges such as low student literacy, limited face-to-face learning time, and the need for experiment-based instruction. Previous studies have generally examined inquiry-based learning, blended learning, and digital learning separately, with limited integration into a structured Smart Learning–supported instructional model. Smart Learning facilitates digital resources, online discussions, assignment management, and flexible blended learning activities. Purpose. This study aims to develop and validate the Integrated Inquiry Blended Learning (IIBL) model supported by Smart Learning in vocational engineering education. Method. A Design-Based Research approach was employed through iterative processes of analysis, design, development, implementation, and evaluation, including expert validation, practicality testing, and effectiveness testing. Validation instruments were analyzed using SEM-PLS to ensure construct validity, while practicality was measured through student and lecturer perception surveys. Effectiveness was evaluated across three implementation cycles through analyses of cognitive, psychomotor, affective, and 21st-century skills, supported by paired sample t-tests comparing pre- and post-test scores in control and experimental groups. Results. The IIBL model was construct-valid, with outer loadings above 0.70, AVE above 0.50, CR above 0.70, and HTMT below 0.90. Practicality evaluations by lecturers and students reached a very high category, while effectiveness testing showed significant improvements in students’ cognitive, psychomotor, affective, and 21st-century skills. Conclusion. The developed IIBL model provides a validated instructional framework integrating inquiry-based learning, blended learning, and Smart Learning support, contributing a structured IIBL syntax empirically validated through SEM-PLS and demonstrating potential to enhance students’ engagement, practical competencies, and 21st-century skills.
Beyond the Code: Teachers’ Lived Experiences and Narrative Identities in the Age of Artificial Intelligence Reski P; Sang Putri Sidk; Muh. Herisman; Awaluddin Hasrin; Krim Ulwi
International Journal of Educational Narratives Vol. 4 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i3.3644

Abstract

Background. Artificial Intelligence (AI) has rapidly transformed twenty-first-century education, evolving from a supplementary tool into a central component of data-driven pedagogical ecosystems. Previous bibliometric studies have focused mainly on thematic trends or specific contexts, with limited integration of publication dynamics, collaboration networks, citation structures, and thematic evolution within a single framework. Existing studies also often cover publications only up to 2023 or 2024, leaving recent generative AI developments underexplored. Purpose. This study provides a comprehensive bibliometric analysis of AI research in education indexed in Scopus from 2008 to 2026, examining publication trends, collaborative networks, citation impact, and thematic evolution, with particular focus on the generative AI era. Method. A total of 1,094 journal articles were analyzed using Biblioshiny (Bibliometrix-R). Performance analysis and science mapping techniques assessed annual growth, scholarly impact, international collaboration, thematic evolution, and keyword network structures. Results. Findings reveal a 23.55% annual growth rate, with sharp acceleration after 2017 and peak productivity in 2025, averaging 35.28 citations per document and a 27.97% international co-authorship rate dominated by China and the United States. Thematic evolution shows a shift from conceptual discussions toward adaptive learning, machine learning, learning analytics, classroom implementation, and AI-based assessment. Conclusion. AI in education has evolved into a globally interconnected pedagogical paradigm, offering insights for future policy and responsible AI integration.
Constructing Industry-Ready Identities: A Narrative Study of TVET Students in Production Engineering Project-Based Learning Models Eko Indrawan; Bulkia Rahim; Jasman Jasman; Rizki Hardian Sakti; Rizky Ema Wulansari; Siti Afiat Jalil
International Journal of Educational Narratives Vol. 4 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i3.3646

Abstract

Background. The blistering working development of intelligent manufacturing technologies due to the Industry 4.0 level achievements has had a considerable impact on industrial practice, which generates an urgent demand among vocational graduates who can not only be highly qualified in their technical skills but also adapt to the new digital tools. Traditional methods of teaching Production Engineering and NC (Numerical Control) Programming also favor theory rather than practice leading to a disconnect between the theoretical content of classroom study and practical needs in the industry. Purpose. This research aims on creating and executing a Smart Manufacturing-Oriented Project-Based Learning (PBL) Model that will help to combine the real-world industrial problems with the latest technologies CNC simulation software and digital manufacturing instruments. Method. This study employs a Research and Developmet (R&D), with 68 students of vocational higher education who were taking Production Engineering and NC Programming courses as sample. Performance assessments, observational analysis, and feedback surveys were used to collect the data. Results. Findings indicate that the suggested model significantly enhanced the proficiency of students to learn and master NC programming, optimization of production workflow, and solve problems in the technology-saturated settings. There was also an improvement in collaboration, project management, and adaptation of smart manufacturing tools by students. The model ensures a closer alignment between student learning outcomes and industry performance requirement through smart technnology integration. To sum up, the Smart Manufacturing-Oriented PBL Model is an effective approach that helps to bridge the gap between the academic and the industrial community and develop industry-oriented skills and equip graduates with the requirements of digitalized manufacturing industries. Conclusion. This study provides a flexible and generalizable model of applying smart manufacturing concepts to the technical education in order to make graduates more employable in the dynamic industrial environment.
The Kiai’s Life Stories: A Narrative Inquiry into Fostering Inclusive Character within Pesantren Education Moh. Irmawan Jauhari; Atika Nailah Syirva; Miftahus Salam; Burhan Djamaluddin; Ainus Sicha; Badrus Badrus; M. Khamim; Zamah tus Saudah Al Farisi
International Journal of Educational Narratives Vol. 4 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i3.3647

Abstract

Background. Inclusive character development in pesantren education is increasingly important amid concerns over declining social tolerance and diversity awareness among students. Limited scholarly attention has addressed how informal kiai teachings are systematically integrated into formal educational structures to shape santri values. Purpose. This study analyzes the values embedded in kiai's teachings and examines the patterns through which these values are incorporated into formal pesantren education to strengthen inclusive character formation among santri at Pondok Pesantren Terpadu Al-Kamal Blitar. Method. A qualitative case study approach was employed. Data were collected through in-depth interviews with kiai, teachers, and santri, participatory observations over three months, and analysis of curriculum documents, religious study materials, and institutional regulations. Data were analyzed through reduction, categorization, interpretation, and triangulation to ensure validity. Results. Kiai’s teachings emphasize religious moderation, tolerance, social justice, empathy, exemplary conduct, and concern for others. These values are integrated into formal education through several patterns: curriculum contextualization, open tafsir study sessions, exemplary leadership, inclusive pesantren culture, and value habituation in daily activities, shaping santri who are moderate, socially aware, and open to diversity. Conclusion. The study positions kiai's teachings not merely as informal moral guidance but as a systematic framework for curriculum development, pedagogy, institutional culture, and inclusive character formation
Integrating Human Resource Management and Islamic Leadership to Improve Civil Servant Performance Zulkifli Zulkifli; Thamrin Kamal; Julhadi Julhadi; Syafnan Syafnan; Ramza Fatria Maulana
International Journal of Educational Narratives Vol. 4 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i4.3661

Abstract

Background: The performance of State Civil Apparatus (ASN) in religious-based public institutions requires an integrated approach that combines professional human resource management with Islamic leadership values. Initial observations at the Office of the Ministry of Religious Affairs, Solok Regency, revealed gaps in competency, discipline, and service quality. Purpose: This study aims to analyze the integration of human resource management and Islamic leadership in improving ASN performance, with work motivation as a mediating variable. Method: A quantitative correlational approach with a survey method was employed. A sample of 244 ASN was selected from a population of 769 using Slovin’s formula and simple random sampling. Data were collected using a Likert-scale questionnaire and analyzed using Structural Equation Modeling (SEM) based on AMOS 26. Results: The findings indicate that HRM has a positive and significant effect on work motivation (? = 0.412; p < 0.001) and ASN performance (? = 0.287; p = 0.002). Islamic leadership also positively and significantly affects work motivation (? = 0.356; p < 0.001) and ASN performance (? = 0.294; p = 0.003). Work motivation significantly influences ASN performance (? = 0.478; p < 0.001) and serves as a partial mediator in both relationships, with mediation proportions of 40.7% and 41.0%, respectively. Conclusion: The integration of effective HRM and strong Islamic leadership significantly enhances ASN work motivation and performance. This model proves empirically valid for fostering professional, integrity-driven, and spiritually grounded public services within the Ministry of Religious Affairs. Strengthening merit-based HR systems and Islamic leadership qualities such as trustworthiness, justice, deliberation, and role-modeling is essential for sustainable ASN performance improvement.
Heterogeneity of Bullying Roles Among Indonesian Adolescents: A Latent Profile Analysis Umdatul Khoirot; Fahmi Dzikrullah; Fuji Astutik; Elok Faiz Fatma El Fahmi; Sinfi Hamidah Fiaunillah
International Journal of Educational Narratives Vol. 4 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i3.3663

Abstract

Background. Bullying represents a multifaceted and heterogeneous social phenomenon. Purpose. Within this context, the present study seeks to identify the heterogeneity of student involvement in bullying situations through latent profile analysis (LPA). Method. Data were collected from 847 junior and senior high school students in East Java, aged 12 to 18 (M=15.01, SD=0.81). The measurement utilized five indicators of roles in bullying: perpetrator, accomplice, victim, defender, and bystander (passive observer). Latent class analysis was conducted using the Python programming language via Google Colaboratory, taking into account model fit indices such as the Akaike Information Criterion (AIC), Bayesian Information Criterion (BIC), entropy values, and minimum class size. Results. As a result of this analysis, Latent class analysis successfully identified six profiles (entropy value=0.779): two profiles involving active participation in bullying (Profile 1 – aggressor-reinforcer at 11%, Profile 5 – pure bully at 12.2%); three normative profiles with low to no involvement (Profile 2 – normative low involvement at 14.5%, Profile 3 – Truly Normative at 25.7%, Profile 4 – Normative Non-Involved at 22.9%), and Profile 6 (Victim-Outsider), which has a prevalence of 13.7% and is characterized by high levels of victimization and passive responses. Conclusion. These findings indicate that the role of bullying can manifest in diverse forms. This study underscores the importance of understanding bullying as a heterogeneous phenomenon based on profiles and supports the development of more specific, student-needs-based bullying interventions.
Little Merchants, Big Questions: Narrative Accounts of Early Childhood Scientific Attitudes in a Traditional "Market Day" Activity Asrul Faruq; Raharjo Raharjo; Sofa Muthohar; Rusi Novi Safitri; Izdihar Syifa Cahyani; Wan Khairul Aiman Wan Mokhtar
International Journal of Educational Narratives Vol. 4 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i3.3665

Abstract

Background. Developing scientific attitudes in early childhood is important for fostering curiosity, critical thinking, problem-solving, and exploratory learning. However, learning practices in many early childhood education settings still tend to be teacher-centered, limiting children’s opportunities to engage in meaningful experiential learning. Previous studies have discussed scientific learning through experiments and play-based activities, yet research on the use of “Market Day” activities to develop scientific attitudes remains limited. Therefore, further research is needed to explore how Market Day activities can support scientific attitude development in early childhood education. Purpose. This study aims to examine how traditional market-themed “Market Day” activities facilitate the development of scientific attitudes among early childhood students, particularly through children’s participation in contextual learning processes. Method. This study employed a qualitative approach using a descriptive case study method. Participants were selected purposively and consisted of children in Groups A and B aged 5–6 years, classroom teachers, and the principal at Istiqomah Loning Petarukan Pemalang Kindergarten. Data were collected through observations, interviews, and documentation. Data validity was ensured through source and technique triangulation, while data analysis used the interactive model of Miles, Huberman, and Saldana. Results. The findings revealed that Market Day activities implemented through a Project-Based Learning (PjBL) approach and role-playing methods supported the development of children’s scientific attitudes. Children demonstrated curiosity, observation, questioning behavior, simple logical thinking, and communication skills through activities such as exploring goods, identifying prices, negotiating, counting money, and solving problems during transactions. The activity also promoted honesty, responsibility, numeracy skills, and early financial literacy. Conclusion. This study contributes theoretically by showing that Market Day activities can support the development of scientific attitudes through contextual and experiential learning. Practically, the findings suggest that traditional market-themed Market Day activities can be used by teachers as an effective strategy for fostering scientific attitudes and social skills in young children.

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