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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 244 Documents
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The Role of Project-Based Learning in Developing 21st Century Skills Evaristus Silitubun; Bruna Costa; Zain Nizam
International Journal of Educational Narratives Vol. 2 No. 6 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v2i6.1689

Abstract

Background: In recent years, the need for 21st-century skills such as critical thinking, collaboration, and creativity has become increasingly significant. Traditional education models often fall short in developing these competencies, making innovative teaching methods like Project-Based Learning (PBL) an important focus in modern educational research. PBL, with its emphasis on real-world problems and student-centered learning, has been seen as a promising approach to cultivate these essential skills. Objectives: This study aims to investigate the role of Project-Based Learning (PBL) in fostering the development of 21st-century skills among students. Method: A mixed-method approach was employed, utilizing both qualitative and quantitative data. Surveys and interviews were conducted with students and educators from various educational institutions that implemented PBL strategies in their curricula. The collected data were analyzed to identify the impacts of PBL on students’ skill development. Results: The findings revealed that PBL significantly contributes to the enhancement of key 21st-century skills. Students demonstrated improved problem-solving abilities, teamwork, communication, and creativity. Moreover, educators observed an increase in student engagement and motivation. Conclusion: Project-Based Learning is an effective pedagogical approach in fostering 21st-century skills. Its emphasis on real-world problem solving and collaborative work provides students with the necessary tools to thrive in an increasingly complex and dynamic world.
Flipped Classroom Models: Revolutionizing Learning in Higher Education Aceng Haetami; Abena Boateng; Ricardo Martinez
International Journal of Educational Narratives Vol. 3 No. 1 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i1.1690

Abstract

Background. The traditional lecture-based model of teaching in higher education has faced increasing criticism due to its limited engagement and ability to foster active learning. In response, the flipped classroom model has emerged as a promising alternative, where students engage with instructional content outside the classroom and use class time for collaborative and interactive activities. Purpose. This study aims to investigate the effectiveness of flipped classroom models in higher education, focusing on their impact on student engagement, academic performance, and learning outcomes. Method. A mixed-methods approach was employed, combining quantitative analysis of student performance data with qualitative insights from surveys and interviews. A sample of 200 students from five different universities participated in flipped classroom courses, and their learning outcomes were compared to those of students in traditional lecture-based courses. Data were collected at the beginning and end of the semester to assess changes in engagement and academic performance. Results. The study found that students in flipped classrooms showed significantly higher levels of engagement and academic performance compared to their peers in traditional settings. Students reported increased satisfaction with the learning process, particularly in terms of collaborative learning and self-paced study. Conclusion. The flipped classroom model proves to be an effective strategy for enhancing student engagement and improving learning outcomes in higher education.
The Role of Constructivism in Modern Educational Philosophy: A Comparative Analysis Amie Primarni; Ardit Hoxha; Rashad Rzayev
International Journal of Educational Narratives Vol. 2 No. 6 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v2i6.1691

Abstract

Abstract Background: Constructivism has been a foundational theory in modern educational philosophy, emphasizing the role of the learner in constructing knowledge through experience and interaction with their environment. This pedagogical approach contrasts with traditional methods that prioritize rote learning and teacher-centered instruction. As educational systems evolve to meet the demands of the 21st century, understanding the role of constructivism in shaping contemporary educational practices becomes crucial. Objective: This study aims to compare the role of constructivism in modern educational philosophy by analyzing its impact across different educational settings. Specifically, the research examines how constructivist principles are integrated into various teaching strategies and how they influence student learning outcomes in comparison to traditional approaches. Method: A qualitative comparative analysis was conducted, involving a review of existing literature and case studies from different educational institutions. Data was gathered from research articles, educational reports, and interviews with educators who implement constructivist methodologies. The study also compared case examples from countries with varying educational systems to explore the global application of constructivism. Results: The study found that constructivist teaching strategies significantly improve critical thinking, problem-solving, and collaborative learning skills among students. Schools that implemented constructivist approaches reported higher student engagement and greater long-term retention of knowledge. In contrast, traditional methods were more effective for rote memorization but less conducive to developing higher-order thinking skills. Conclusion: Constructivism plays a pivotal role in modern educational philosophy, promoting active learning and student-centered education. The findings suggest that constructivist approaches are more aligned with the demands of the contemporary workforce and help prepare students for complex real-world challenges.
Assessing the Influence of Influencer Leadership, Digital Transformation and Social Climate on Improving Teacher Achievement in Building Excellent Madrasahs Suci Hidayati; Munirul Abidin; Andika Harianto Subakti; Aini Rizqoh
International Journal of Educational Narratives Vol. 3 No. 1 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i1.1734

Abstract

Background. Achievement in the world of education is identical to the achievement of student learning outcomes in academic or non-academic fields. The focus of education tends to be on output. Purpose. The focus of the study aims to assess how much influence influencer leadership, digital transformation and social climate have on improving teacher achievement in building superior madrasas.   Method. The number of respondents in the study was 124 private madrasa teachers in Malang Regency with a liket scale measurement of 1-5. Analysis. Results. The results of the study showed that: (1) There is a significant influence between influencer leadership and improving teacher achievement (2) there is a significant influence between digital transformation and improving teacher achievement and (3) there is no significant influence between social climate. Conclusion. Predictively, researchers see that psychological factors in the form of self-efficacy have a greater influence than social climate in terms of improving teacher achievement.
Strategic Leadership in Education: Navigating Change in Digital Learning Environments Baharuddin Baharuddin; Harianta Sembiring; Andri Astuti; Zanele Tshabalala
International Journal of Educational Narratives Vol. 2 No. 6 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v2i6.1744

Abstract

The rapid advancement of digital technologies has significantly transformed the educational landscape, requiring educational leaders to adopt strategic leadership approaches that can effectively navigate change in digital learning environments. As schools and universities increasingly integrate technology into their instructional practices, the need for leaders who can guide these transitions and foster a culture of innovation has become critical. This study aims to explore the role of strategic leadership in managing and implementing change within digital learning environments. It seeks to understand how educational leaders can facilitate the adoption of digital technologies, create a supportive learning culture, and ensure the effectiveness of digital learning initiatives. A qualitative research design was employed, utilizing case studies and interviews with educational leaders from various educational institutions. Data were collected from 20 leaders, including principals, deans, and administrators, to gain insights into their strategies for navigating digital transformation. Thematic analysis was used to identify key strategies and challenges in digital leadership. The findings highlight several key strategies employed by leaders, including fostering collaboration, investing in professional development, and creating a shared vision for digital transformation. However, challenges such as resistance to change, lack of resources, and insufficient training were also identified as barriers to successful implementation. The study concludes that strategic leadership is essential for navigating the complexities of digital transformation in education. Educational leaders must adopt adaptive leadership styles, focus on continuous learning, and leverage technology to enhance teaching and learning processes. Institutions that prioritize strategic leadership will be better positioned to thrive in the digital era.
The Role of School Principals in Promoting Inclusive Education Anggi Rivana; Chai Pao; Roya Zahir; Misransyah Misransyah
International Journal of Educational Narratives Vol. 2 No. 6 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v2i6.1745

Abstract

Inclusive education has become a global priority in educational reform, aiming to provide all students, regardless of their abilities or disabilities, with equal opportunities to succeed. School principals play a vital role in fostering an inclusive environment, as they are responsible for leading the implementation of inclusive practices and promoting a culture of acceptance within the school community. However, there is a gap in understanding the specific roles and strategies school principals use to support inclusive education. This study aims to explore the role of school principals in promoting inclusive education, focusing on the strategies they employ, challenges they face, and the impact of their leadership on creating inclusive school environments. The study employed a qualitative research design, using in-depth interviews with 15 school principals across diverse educational settings. Data was analyzed thematically to identify key patterns in the principals’ approaches to inclusion, including leadership styles, professional development, and collaboration with teachers and parents. The findings indicate that school principals play a crucial role in fostering inclusive education by promoting inclusive policies, ensuring adequate resource allocation, and supporting professional development for teachers. However, challenges such as limited resources, resistance to change, and a lack of training were also identified. The study concludes that effective leadership by school principals is essential for the successful implementation of inclusive education. To overcome existing challenges, further professional development and a stronger emphasis on collaboration among educators and stakeholders are recommended.
Psychological Theories in Science Education: Bridging the Gap Between Theory and Practice Dodi Setiawan Riatmaja; Natalia Holub; Ibrahim Haroun
International Journal of Educational Narratives Vol. 2 No. 6 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v2i6.1746

Abstract

The integration of psychological theories into science education has gained increasing attention as educators strive to improve student learning outcomes. Despite the wealth of psychological frameworks available, there remains a significant gap between theory and practice in the context of science teaching. Psychological theories, such as cognitive load theory, constructivism, and socio-cultural learning, offer valuable insights into how students learn and engage with scientific concepts. However, their application in real classroom settings is often underexplored. This research aims to investigate how psychological theories can be effectively integrated into science education practices and explore the challenges educators face when attempting to bridge the gap between theoretical knowledge and practical teaching methods. The study employs a mixed-methods approach, combining quantitative surveys with qualitative interviews to gather data from science educators across various educational levels. The findings indicate that while educators are generally familiar with psychological theories, there is a lack of consistent implementation in the classroom. Teachers report difficulties in adapting these theories to diverse student needs and varying classroom environments. The study concludes that greater professional development and practical resources are essential to help educators apply psychological theories effectively in science education. In conclusion, bridging the gap between psychological theories and science education practice requires a concerted effort from both educators and policymakers. Training programs should focus on equipping teachers with the knowledge and tools needed to integrate psychological principles into their teaching methods, ensuring more effective science instruction.
The Influence of Principal Transformational Leadership on Teacher Performance Rita Prima Bendriyanti; Citra Dewi; Suwarni Suwarni
International Journal of Educational Narratives Vol. 3 No. 1 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i1.2027

Abstract

Background. Service learning has gained recognition as a valuable pedagogical approach in higher education, aiming to bridge the gap between academic theory and real-world practice. In the context of educational institutions, the role of leadership, particularly transformational leadership, plays a significant role in shaping the effectiveness of such programs. Purpose. This research explores the influence of principal transformational leadership on teacher performance within the framework of service learning in higher education institutions. Method. The study aims to assess how transformational leadership behaviors of school principals impact the engagement and performance of teachers involved in service learning programs. Using a quantitative research design, this study surveyed 150 teachers across several higher education institutions that implement service learning programs. Data were collected through questionnaires that assessed principals’ leadership styles and teachers’ performance in service learning contexts. Results. The results indicate that transformational leadership has a positive and significant effect on teacher performance, particularly in areas related to motivation, professional development, and commitment to service learning objectives. Teachers reported higher levels of engagement and effectiveness when their principals exhibited transformational leadership behaviors, such as inspirational motivation, individualized consideration, and intellectual stimulation. Conclusion. This study concludes that principals who embrace transformational leadership can significantly enhance teacher performance, thereby strengthening the impact of service learning programs.
The Influence of the Application of Constructivism Philosophy on Elementary School Students’ Learning Independence Nina Anis; Aiman Fariq; Alal Chahine
International Journal of Educational Narratives Vol. 3 No. 2 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i2.2143

Abstract

Background. This study aims to examine the influence of constructivism philosophy application on elementary school students’ learning independence. The rapid changes in educational paradigms emphasize the need for students to actively engage in their learning processes. Constructivism, with its focus on learners building knowledge through experience and reflection, has been identified as a potential catalyst in fostering students’ independence. Purpose. The objective of this research is to determine how the implementation of constructivist-based learning strategies can impact students’ ability to work autonomously in the learning environment. This research adopts a quasi-experimental method with a pre-test and post-test design. Method. The sample consists of two groups of elementary school students, with one group receiving constructivist-based instruction and the other group following traditional teaching methods. Data collection involved observation, questionnaires, and tests to measure the level of students’ learning independence before and after the intervention. Results. The results revealed that the application of constructivist principles significantly improved students’ learning independence, as seen from the increased scores in the post-test and positive feedback from observational data. Conclusion. This study concludes that constructivist-based learning can effectively enhance students’ independence, suggesting that educators should consider incorporating these strategies into their teaching practices.  
Analysis of Teachers’ Perceptions on the Implementation of Ki Hajar Dewantara’s Educational Philosophy in the Independent Learning Curriculum Andi Hermawan; Thiago Rocha; Rafaela Lima
International Journal of Educational Narratives Vol. 3 No. 1 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i1.2144

Abstract

Background. This study explores teachers’ perceptions of the implementation of Ki Hajar Dewantara’s educational philosophy within the framework of the Independent Learning Curriculum. As Indonesia shifts toward a more student-centered educational model, rooted in the values of independence, critical thinking, and creativity, understanding teachers’ perspectives. Purpose. Dewantara’s philosophy, which emphasizes freedom of learning and the development of students’ full potential, offers a valuable foundation for the Independent Learning Curriculum introduced by the Indonesian Ministry of Education. Method. The aim of this research is to analyze teachers’ views on how effectively the principles of Dewantara’s educational philosophy are being integrated into the curriculum, and the challenges and benefits they perceive in this process. A qualitative approach was used, involving in-depth interviews with 20 primary and secondary school teachers across various regions. Results. The findings reveal that while teachers generally appreciate Dewantara’s educational philosophy, they face challenges such as limited resources and insufficient professional development opportunities. However, they also recognize the positive impact of his principles in fostering a more holistic approach to education. Conclusion. The study concludes that there is a need for more structured support and resources for teachers to fully implement Dewantara’s philosophy within the Independent Learning Curriculum.

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