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International Journal of Educational Narratives
Published by Yayasan Adra Karima Hubbi
ISSN : 29881579     EISSN : 29880092     DOI : 10.70177/ijen
Core Subject :
International Journal of Educational Narratives is an peer reviewed open access journal dedicated to interchange for the results of high quality research in all aspect of Learning and Education. The scope of International Journal of Educational Narratives is not only in the form of study, research, or development, but also book review on Learning and Education. But also focused on: Educational Philosophy, Citizenship Education, Educational Technology, Educational Psychology, Educational Guidance and Counseling, Educational Methodologies, Education Management, Science and Technology Education, Cross cultural Education and the results of other studies on Discipline Education. The journal publishes state of art papers in fundamental theory, experiments, and simulation, as well as applications, with a systematic proposed method, sufficient review on previous works, expanded discussion, and concise conclusion. As our commitment to the advancement of science and technology, the International Journal of Educational Narratives follows the open access policy that allows the published articles freely available online without any subscription. Submitted papers must be written in English for initial review stage by editors and further review process by minimum two reviewers.
Arjuna Subject : -
Articles 5 Documents
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Search results for , issue "vol. 4 no. 5 (2026)" : 5 Documents clear
The Epistemological Basis of The Heart as an Instrument of Science From the Perspective of the Qur'an and Tasawuf Irfan Musadat; Agus Maimun; Sutaman; Fauzan Zenrif
International Journal of Educational Narratives Vol. 4 No. 5 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i5.3850

Abstract

Background. Modern epistemology often emphasizes rationality and empirical observation as the primary foundations of knowledge, whereas Islamic epistemology recognizes additional dimensions of knowing that involve spiritual and transcendental faculties. Within this framework, the qalb (heart) occupies an important position as a means of apprehending realities that cannot be fully reached through reason and sensory experience alone. Purpose. This study aims to examine the epistemological foundations of the qalb as an instrument of knowledge from the perspective of the Qur’an through the maudhu‘i (thematic exegesis) paradigm, complemented by the thoughts of prominent Sufi scholars, particularly Al-Ghazali and Ibn Arabi. Method. This study employs a qualitative–philosophical approach based on library research. Qur’anic verses related to the qalb, knowledge, understanding, and spiritual awareness are examined thematically and interpreted in relation to relevant concepts developed in classical Sufi thought. The analysis focuses on identifying the epistemological function of the qalb and its relationship with rational, spiritual, and transcendental dimensions of knowledge. Results. The findings demonstrate that, from a Qur’anic perspective, the qalb is not merely associated with emotion but also functions as an epistemological faculty capable of understanding, reflecting, and apprehending spiritual and transcendent realities. Conclusion. The study concludes that the qalb constitutes an important epistemological instrument in Islam that complements rational and empirical faculties. Its integration into Islamic epistemology provides a holistic framework that unites intellectual, spiritual, and transcendental dimensions in the pursuit of knowledge.
Development of a Digital Narrative Learning Model Based on Social Emotional Learning Using Interactive Flat Panel for Bullying Prevention in Early Childhood Education Mariana Panji Ramadan; Gina Asri Ruwaida; Yossi Srianita; Nabilah Aryani; Haniatul Hilali Nurfazriah
International Journal of Educational Narratives Vol. 4 No. 5 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i5.4075

Abstract

Background. Bullying prevention in early childhood education requires structured, concrete, and developmentally appropriate learning experiences that help children recognize emotions, understand peers’ feelings, and choose prosocial actions. Social Emotional Learning (SEL) provides a relevant pedagogical foundation for strengthening anti-bullying behavior, while Interactive Flat Panel (IFP) offers opportunities to present visual, narrative, and interactive digital learning activities. Purpose. This study aimed to develop a digital narrative learning model based on Social Emotional Learning using Interactive Flat Panel and to examine its feasibility, practicality, and initial effectiveness for bullying prevention in early childhood education. Method. This study employed a Research and Development design using the ADDIE model. The analysis stage involved a needs survey of 47 kindergarten teachers, initial classroom observations, and interviews with teachers and parents. The limited implementation trial involved 95 children and 5 teachers from five kindergartens in West Java, Indonesia. The developed model was supported by digital flashcards, animated videos, digital storytelling, digital board books, and educational games. Data were collected using expert validation sheets, teacher response questionnaires, learning observations, and children’s anti-bullying behavior observation sheets. Quantitative data were analyzed using Aiken’s V, descriptive statistics, MSI transformation, normality testing, paired-sample t-test, and N-Gain. Results. The validation results showed that the model, instruments, and digital products were feasible to highly feasible, with Aiken’s V values ranging from 0.78 to 0.97. Children’s anti-bullying behavior scores increased from 26.13 in the pretest to 46.05 in the posttest, with a mean N-Gain of 0.367 in the moderate category. The paired-sample t-test showed a significant difference between pretest and posttest scores, t(94) = 25.38, p < 0.001. Teacher responses indicated that the model was practical, with an average practicality score of 81.25%. Conclusion. The developed model provides a feasible, practical, and initially effective approach to strengthening anti-bullying behavior in early childhood education through SEL-based interactive digital narrative learning. Further large-scale trials are needed to examine its broader effectiveness and adaptability.
Re-writing Character: A Narrative Analysis of Moral Development in Modern Educational Settings Hasyim Mahmud Wantu; Sri Nur Rahmi; Lusiana Rahmadani Putri; Amin Zaki
International Journal of Educational Narratives Vol. 4 No. 5 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i5.4254

Abstract

Background. Character education in contemporary universities increasingly unfolds through academic pressure, digital interaction, social diversity, and institutional expectations that complicate students’ moral decision-making. Purpose. This study aimed to explore how university students narrated, interpreted, and reconstructed their moral development within modern educational settings.   Method. A qualitative narrative inquiry involved 24 undergraduate students selected purposively from different academic years and fields of study. Data were collected through semi-structured narrative interviews, reflective writing, and institutional documents, then analyzed by examining temporal sequences, moral conflicts, turning points, relational influences, narrative positioning, and identity reconstruction. Results. Students rarely described formal moral instruction as the primary source of change; morally difficult experiences became transformative when accompanied by dialogue, meaningful consequences, and opportunities for reflection. Academic dishonesty, peer conflict, organizational failure, digital misconduct, and social exclusion frequently challenged existing self-images and encouraged participants to revise their understanding of responsibility, honesty, empathy, and fairness. Conclusion. The study concludes that character develops through an unfinished narrative process in which students reinterpret past actions, negotiate present tensions, and imagine more ethical future selves. Universities should therefore integrate reflective, relational, and restorative practices into character education in practice.
Digital Governance Capacity and the Quality of Digital Public Services in Education Examining Institutional Readiness and Citizen Participation in Local Government Bambang Arwanto; Musmuliadi Musmuliadi
International Journal of Educational Narratives Vol. 4 No. 5 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i5.4534

Abstract

Background. The quality of digital public services in education is influenced by local governments’ capacity to implement digital governance, institutional readiness to adopt digital systems, and citizen participation in public service delivery. Therefore, examining these factors is relevant to understanding how digital governance can support the improvement of education services at the local government level. Purpose. This quantitative study aimed to examine the relationship between digital governance capacity and the quality of digital public services in education. Specifically, it investigated the roles of institutional readiness and citizen participation in supporting the delivery of digital public services within local government. Method. The study involved citizens, parents, education service users, and relevant stakeholders who had experience accessing digital education services provided by local government. Data were collected through a structured questionnaire using a Likert scale and analyzed using descriptive statistics and Partial Least Squares Structural Equation Modeling (PLS-SEM) to examine the relationships among digital governance capacity, institutional readiness, citizen participation, and digital public service quality. Results. The findings indicate that digital governance capacity is associated with the quality of digital public services in education. Institutional readiness contributes to the implementation of digital public services by supporting organizational preparedness, technological adoption, and service delivery processes. Citizen participation is also associated with the quality of digital education services through community involvement, feedback, and interaction with local government service providers. Conclusion. This study concludes that the quality of digital public services in education is related to the capacity of local government to implement digital governance, organizational readiness, and citizen participation. The findings contribute to public administration research by highlighting education as a sector in which digital governance can be examined through institutional and participatory dimensions.
Students’ Perceptions of the BBC Learning English Podcast Application for Improving Listening Skills: A Survey of English Education Students Hasan Hasan; Parwinder Kaur; N. S. Jayasundara
International Journal of Educational Narratives Vol. 4 No. 5 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i5.3069

Abstract

Background: Listening is a foundational yet challenging skill for learners of English as a foreign language, and mobile applications offer flexible, self-paced opportunities to practise it. However, empirical evidence on how students experience the BBC Learning English Podcast application remains limited. Purpose: This study aimed to investigate English education students’ perceptions of the BBC Learning English Podcast application as a medium for improving listening skills. Method: A quantitative descriptive survey design was employed. The participants were 38 students of the English Education Department at Universitas Muhammadiyah Enrekang. Data were collected through a 30-item questionnaire consisting of positively and negatively worded statements, with four response options ranging from strongly agree to strongly disagree, and were analysed using descriptive percentages. Results: All respondents (100%) agreed or strongly agreed that they used the application to improve their listening, that it helped them, and that it developed their listening skills; 97.4% agreed that it improved their English listening ability. Most respondents also rejected the negatively worded statements. Nevertheless, 26.3% found the application boring, and respondents reported drawbacks such as excessive advertisements and the need to download audio before listening. Conclusion: Students generally perceive the BBC Learning English Podcast application as a useful and flexible medium for supporting listening practice. As the findings rest on self-reported perceptions, future experimental research is needed to measure actual gains in listening performance.

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