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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. 4 (2026)" : 30 Documents clear
Rooted in Culture, Grounded in Faith: Narrative Accounts of Acehnese Ethnopedagogy as a Framework for Culturally Responsive Islamic Religious Education Fauzan Fauzan; Habiburrahim Habiburrahim; Mumtazul Fikri; Nizar Saputra; Zainul Mujtahid
International Journal of Educational Narratives Vol. 4 No. 4 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i4.3786

Abstract

Background. Islamic Religious Education (IRE) learning in higher education tends to be theoretical and has not fully integrated local wisdom, particularly Acehnese culture, resulting in less contextual learning and low student engagement and understanding. In addition, the lack of ethnopedagogy-based learning tools becomes an obstacle in creating integrative and meaningful learning. Purpose. This study aims to develop ethnopedagogy-based IRE learning tools grounded in Acehnese local wisdom and to examine their validity, practicality, and effectiveness in improving students’ understanding and internalization of Islamic values. Method. This research employed a Research and Development (R&D) approach using the ADDIE model, which includes Analysis, Design, Development, Implementation, and Evaluation stages. This study involved 35 respondents in the product testing and implementation phases: three lecturers, 30 university students, and two Acehnese cultural practitioners. Product validation involved nine experts: three in Islamic Religious Education content, three in instructional media, and three in Acehnese culture. Overall, 44 participants were involved in the validation, testing, and implementation phases. Results.The study confirmed a strong need for Acehnese ethnopedagogy-based Islamic Religious Education materials among lecturers (88.3%) and students (82.2%). Developed through the ADDIE model, the materials were valid, highly practical for lecturers (92%) and students (92.8%), and effectively implemented (79%). Their effectiveness was reflected in the increase from a 57.2 pretest mean to an 81.6 posttest mean and an 88.05% student response, indicating improved understanding of Islamic values and appreciation of Acehnese culture. Conclusion. Ethnopedagogy-based IRE learning tools rooted in Acehnese local wisdom are proven to be feasible and effective in improving the overall quality of learning. The integration of local wisdom makes learning more contextual, meaningful, and relevant to students’ lives.
Safeguarding the Digital Hearth: A Narrative Inquiry into Muhammadiyah’s Family Education and Resilience Frameworks Munawir Pasaribu; Rahmadi Ali; Mahmud Yunus Daulay; Nor ‘Adha Ab Hamid
International Journal of Educational Narratives Vol. 4 No. 4 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i4.3792

Abstract

Background Family well-being is a foundational factor in shaping individual character and contributes to broader social resilience. Amid the disruptions of the digital era, families increasingly face risks of disintegration. Muhammadiyah, as a progressive Islamic movement, responds to this challenge through its “Sakinah Family” concept. Purpose This study examines Muhammadiyah’s strategies for building family resilience through da’wah, education, and economic empowerment, and identifies the indicators used to evaluate the effectiveness of these strategies. Method This study employs a descriptive qualitative approach using a literature review. Primary sources include Muhammadiyah’s official documents the Collection of Tarjih Decisions, the Guidelines for Islamic Living for Muhammadiyah Members, and the Guidelines for Married Life supplemented by ‘Aisyiyah’s program reports and prior academic studies. Data were analyzed thematically to identify recurring strategic patterns and their documented outcomes. Results Muhammadiyah disseminates progressive Islamic values through structured study programs at branch, regional, and central levels. ‘Aisyiyah implements this through the “Bina Keluarga Sakinah” program, family counseling, and community-based economic empowerment. Program reports indicate lower self-reported rates of divorce and domestic violence among participating families compared to non-participating members, based on qualitative case documentation rather than controlled quantitative measurement. Conclusion Muhammadiyah’s institutional guidelines and structured programs offer a faith-based model for strengthening family resilience, with documented (though not yet rigorously quantified) positive outcomes. This model demonstrates how religious organizations can meaningfully contribute to national family resilience, while highlighting the need for future quantitative research to validate these preliminary findings.
Digital Play in Language Learning: A Narrative-Based Approach to Understanding Student Motivation in Interactive Arabic Assessments Desvia Rahmawati; Musli Musli; Mustar Mustar; Dina Chabib Uluum; Putri Hardiyanti; Abdul Hakim Abdurrahman Husein; Zakiyatunnisa Al Mubarokah; Mohamad Hussin
International Journal of Educational Narratives Vol. 4 No. 4 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i4.3812

Abstract

Background. The development of digital technology in education has encouraged teachers to implement interactive learning media to increase student engagement during the learning process. In Arabic language learning, conventional teaching methods often make students less active and less motivated during classroom activities. Quizizz is one of the gamification-based learning platforms that can create a more interactive, competitive, and enjoyable learning environment for students. Purpose. This study aimed to explore students’ learning experiences during the implementation of Quizizz in Arabic language learning, particularly related to emotional engagement, classroom participation, interaction, motivation, and reflective learning experiences. Method. This study employed a qualitative approach using Narrative Inquiry with a phenomenological-narrative orientation. The participants consisted of one Arabic language teacher and four students selected purposively based on their involvement in Quizizz-based learning activities. Data were collected through in-depth interviews, classroom observations, reflective conversations, and documentation. Data analysis was conducted using thematic narrative analysis by organizing participants’ experiences into thematic clusters. Results. The findings showed that the use of Quizizz increased students’ emotional engagement, classroom participation, interaction, motivation, and self-confidence during Arabic learning activities. Students experienced a more interactive and enjoyable learning atmosphere through leaderboard features, scoring systems, and direct feedback during quizzes. Conclusion. Quizizz not only functioned as a digital evaluation tool but also created meaningful learning experiences through interactive, reflective, and gamified learning activities in Arabic language learning.
A Narrative Inquiry into School Counseling Management for Students’ Mental Well-Being Anas Rohman; Kholfan Zubair Taqo Sidqi; Achmad Munib; Erry Nurdianzah; Husen Waedoloh
International Journal of Educational Narratives Vol. 4 No. 4 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i4.3830

Abstract

Background. Guidance and counseling management is a vital component of the educational system, supporting students’ mental health and overall development. Students’ psychological growth is shaped by internal and external factors, including family environment, school conditions, peer relationships, academic pressure, and technological advances. Effective, systematic, and sustainable guidance and counseling services are therefore essential to help students navigate emotional, social, and academic challenges. Purpose. This study analyzes the role of guidance and counseling management in developing students’ mental health at school and examines how effective counseling services contribute to their emotional, social, and academic development. Method. This study employed a qualitative approach using a narrative review method to critically explore the development of guidance and counseling management concepts in relation to students’ mental health. Data were collected from books, journals, and prior studies, then analyzed through content analysis involving data reduction, presentation, interpretation, and conclusion drawing. The review highlights the importance of integrating administrative management with students’ emotional and personal needs to support holistic mental health development. Results. Findings show that effective guidance and counseling management positively contributes to students’ mental health. Counseling services help improve emotional stability, social skills, self-confidence, learning motivation, and problem-solving abilities. Program success depends on proper planning, collaboration among school stakeholders, professional counseling teachers, parental involvement, and a conducive school environment. Evaluation and follow-up activities further strengthen the effectiveness and sustainability of counseling services. Conclusion. Guidance and counseling management plays a significant role in supporting students’ mental health. Through systematic planning, organization, implementation, evaluation, and follow-up, schools can strengthen professional counseling systems to foster students’ optimal emotional, social, and academic development.
From Doubt to Drive: Students’ Lived Narratives of Motivation, Self-Regulated Learning, and Social Support as Pathways to Academic Success in Indonesian Senior High Schools M. Yusron Maulana El Yunusi; Didit Darmawan; Vugar Abdullayev
International Journal of Educational Narratives Vol. 4 No. 4 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i4.3847

Abstract

Background. Academic achievement in Indonesian senior high schools is increasingly challenged by heightened competition, uneven access to digital learning resources, and variability in students’ psychological preparedness. Despite widespread implementation of digital tools and social support programs, there remains uncertainty regarding which factors most strongly influence student success in this rapidly changing educational landscape. Identifying the key predictors of academic performance is therefore critical to inform targeted interventions that can address both equity and effectiveness in student learning outcomes. Purpose. This study aims to examine the effect of learning motivation, academic self-efficacy, digital skills, self-regulated learning strategies, and academic social support on academic performance of public senior high school students in Surabaya. Method. The research method used was quantitative with an explanatory survey approach. The sample consisted of 387 public senior high school students in Surabaya selected using purposive sampling technique. Data collection was conducted through an online Likert-scale questionnaire distributed via Guidance and Counseling teachers for three days. The research instrument had been tested for validity and reliability with Cronbach’s Alpha values for each variable above 0.82. Data analysis technique used multiple linear regression with SPSS version 26. Results. Simultaneously, all five independent variables had a significant effect on academic performance, explaining 38.9% of the variance (R² = 0.389, p < 0.001). Partially, learning motivation (? = 0.27, p = 0.002), academic self-efficacy (? = 0.35, p < 0.001), and self-regulated learning strategies (? = 0.23, p = 0.005) had positive and significant effects on academic performance. Digital skills (? = 0.08, p = 0.124) and academic social support (? = 0.06, p = 0.187) did not significantly affect performance. Academic self-efficacy was the most dominant contributing factor. Conclusion. The findings indicate that students’ internal psychological factors, particularly academic self-efficacy and self-regulated learning strategies, are more strongly associated with academic performance than digital competence and social support. The study recommends interventions aimed at enhancing these internal factors to improve student academic outcomes.
From Imagination to Expression: Exploring Students’ Narrative Experiences of AI-Integrated Poetry Writing Through the Anchor Eyes Learning Model in Sumenep Junior High Schools Isma’il Isma’il; Atok Miftachul Hudha; Daroe Iswatiningsih; Ly Aminas
International Journal of Educational Narratives Vol. 4 No. 4 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i4.3848

Abstract

Background. The rapid development of digital technology and artificial intelligence (AI) has transformed educational practices by creating new opportunities for creative and student-centered learning. In poetry writing, however, many junior high school students continue to experience difficulties in generating ideas, developing imagination, selecting appropriate diction, and expressing creative thoughts. These challenges indicate the need for an innovative instructional model that integrates students’ creative processes with AI-assisted learning. Purpose. This study aims to explore how the AI-assisted Anchor Eyes Learning Model improves junior high school students’ poetry writing skills by addressing the learning barriers they encounter during the creative writing process. Method. This study employed a descriptive qualitative design involving 70 eighth- and ninth-grade students from four junior high school classes in Sumenep Regency. Data were collected through classroom observations, reflective interviews with teachers and students, analysis of students’ poetry manuscripts before and after the implementation of the model, and supporting documentation. The data were analyzed using the Miles and Huberman interactive model, consisting of data collection, data reduction, data display, and conclusion drawing with triangulation and member checking to ensure trustworthiness. Results. The findings reveal that the AI-assisted Anchor Eyes Learning Model substantially enhanced students’ poetry writing by improving their ability to generate ideas, develop imaginative expression, select more appropriate diction, employ richer figurative language, and organize poetic structures more effectively. Reflective learning supported by AI tools also reduced students’ creative blocks, increased learning motivation, and enabled teachers to facilitate a more interactive and personalized writing process. Approximately 85% of teachers and students were already familiar with digital learning devices, facilitating the integration of AI into classroom activities. Conclusion. The AI-assisted Anchor Eyes Learning Model provides an effective pedagogical approach for improving poetry writing skills by transforming students’ creative writing processes while overcoming common obstacles in idea generation, language development, and creative expression.
Developing a Problem-Based Learning Model Integrated with Socio-Scientific Issues to Enhance Pre-Service Primary Teachers’ Argumentation Skills: A Need Analysis Issaura Sherly Pamela; M. Rusdi; Asrial Asrial; Muhammad Haris Effendi Hasibuan
International Journal of Educational Narratives Vol. 4 No. 4 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i4.3893

Abstract

Background. Argumentation skills are essential competencies in 21st-century science education, particularly for pre-service primary school teachers. However, students’ scientific argumentation skills remain relatively low, especially in constructing claims, using evidence, and providing scientific reasoning. Innovative learning models that integrate contextual and argumentative learning experiences are therefore needed in higher education. Purpose. This study analyzed the need for developing a Problem-Based Learning (PBL) model integrated with Socio-Scientific Issues (SSI) to enhance the argumentation skills of pre-service primary school teachers. Method. A descriptive survey design was employed involving 35 pre-service primary school teachers from Universitas Jambi and 5 lecturers teaching science education courses at several Indonesian universities. Data were collected using open-ended and close-ended questionnaires and analyzed through descriptive statistical analysis and qualitative categorization techniques. Results. Students perceived the current condition of science learning at a moderate level (M = 3.40), while lecturers reported a higher perception (M = 4.35), indicating that although science learning has provided discussion opportunities, it has not yet systematically supported students’ scientific argumentation skills. The integration of PBL and SSI in current instructional practices received high ratings from both groups (students: M = 4.18; lecturers: M = 4.48). Notably, the strongest agreement was found regarding the need to develop a PBL-SSI integrated model (students: M = 4.61; lecturers: M = 4.82), confirming a strong demand for a structured learning model to better support scientific argumentation among pre-service teachers. Conclusion. Developing a PBL-SSI integrated learning model is necessary to support the improvement of argumentation skills among pre-service primary school teachers. These findings serve as a foundation for designing innovative science learning models that promote scientific argumentation, critical thinking, and contextual learning in Indonesian higher education.
Storying Equality: Narrative-Based Critical Literacy in Online English Language Teaching as a Transformative Space for Gender Justice and Social Inclusion Gusti Nur Hafifah; Sofi Yunianti; Ari Setyorini
International Journal of Educational Narratives Vol. 4 No. 4 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i4.3905

Abstract

Background. The low literacy skills among Indonesia students is the main problem. Purpose. Therefore, this study aims to analyze the digital materials that foster critical thinking while addressing social issues, such as social inclusion and gender equality and the research questions focus on the module’s feasibility, the integration of critical literacy and GESI (Gender Equality and Social Inclusion) strategies, and the module’s suitability from user perspectives. Method. Thus, it used ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) which guided the development process over eight months, involving five experts, three model teachers, and six classes with 180 junior high school students. Results. The research findings indicate that expert validation, teacher evaluation, and student readability assessments confirmed the Si-Moli module as a valid and feasible tool for promoting critical literacy and Gender Equality and Social Inclusion (GESI) in English language learning. Quantitative evaluation results showed that the module received a high level of acceptance from experts, teachers, and students, with an overall mean score of 4.62 out of 5 (92.4%), indicating that it was perceived as highly relevant, practical, and effective. Conclusion. The module received positive feedback from experts, teachers, and students, who highlighted its potential to engage learners with important social issues while enhancing their language skills. However, improvements in website functionality, accessibility, language simplicity, and visual design were recommended to further enhance its usability and effectiveness.
Spiritual Acceptance, Role Transition, and Internalised Paternal Values: Phenomenological Narratives of Self-Esteem Reconstruction Among Fatherless Young Adults and Implications for Bereavement Education in Indonesia Adiya Alifa Yuniar; Nurul Intan Willyanti; Fitriani Zuhrotin; Ninawati Ninawati
International Journal of Educational Narratives Vol. 4 No. 4 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i4.3963

Abstract

Background. Paternal death during early adulthood disrupts a central relational anchor of self-esteem at a developmental stage that already demands identity consolidation and role independence. Indonesian government data document a substantial population of orphaned children and single-parent households, yet how young adults who lose fathers to death specifically reconstruct self-esteem within Indonesia’s Islamic, collectivist cultural setting remains sparsely documented in the phenomenological literature. Purpose. This study offers a grounded, in-depth account of the self-esteem reconstruction process among three Indonesian young adults (ages 19 to 29) bereaved of their fathers, focusing on the mechanisms rather than only the outcomes of this process. Method. A descriptive phenomenological design was used. Three purposively selected participants domiciled in Banjarmasin, Jakarta, and Cimahi took part in semi-structured, in-depth online interviews; four researchers coded independently before reaching consensus. Trustworthiness was supported by member checking, triangulation with field notes, and an audit trail. Results. Seven themes emerged: emotional dynamics and empathy, spiritual self-acceptance, responsibility and independence, new prosocial life purpose, father as an internalised role model, paternal recognition as a self-worth anchor, and emotional regulation difficulties. Conclusion. Within the scope of this three-participant study, the findings suggest that spiritual meaning-making may function as a culturally specific restoration mechanism within the Dual Process Model, that ante-mortem paternal recognition can operate as an intrapsychic self-esteem buffer, and that gender role expectations shape how role transitions after paternal bereavement affect self-esteem. These patterns are offered as analytically transferable propositions for a specific cultural context rather than as generalisable claims.
Character Is Caught, Not Taught: Narrative Inquiry into How Santri Experience Moral Formation, Kiai Authority, and Character Education in Indonesian Pesantren Husna Nashihin; La Hadisi; Sugito Sugito; Aris Munandar; Zulkifli Musthan; Anzar Aquil
International Journal of Educational Narratives Vol. 4 No. 4 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i4.4227

Abstract

Background. The study is motivated by the increasing attention to character education as a response to moral crises, social transformation, and challenges of Islamic education in the digital era. Purpose. This study aims to analyze the development of scientific publications on character education in Islamic boarding schools during the 2016–2025 period through a bibliometric approach. Method. The research employed a bibliometric method using data obtained from the Scopus database. Data collection was conducted using keywords related to character education, moral education, pesantren, Islamic boarding school, and Islamic education. After the screening process based on publication year, document type, and language, 111 documents were selected and analyzed using VOSviewer software. Results. The findings reveal that publications on character education in pesantren increased significantly after 2020 and reached their peak during 2024–2025. Research themes evolved from normative approaches toward more multidisciplinary issues such as religious moderation, anti-bullying, digital transformation, and entrepreneurship. Indonesia emerged as the dominant contributor to publications in this field, accounting for approximately 90% of the analyzed documents. Conclusion. This study contributes by providing a scientific mapping of research trends, collaboration networks, and future research opportunities related to character education in Islamic boarding schools based on a predominantly Indonesian research landscape indexed in Scopus. The findings confirm that pesantren-based character education holds a strategic role in the development of contemporary Islamic education while highlighting opportunities for broader international collaboration and comparative research.

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