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Adam Mudinillah
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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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Local Wisdom and Oral History in Education: Storytelling as a Bridge for Cultural Sustainabilit Hasmiza Hasmiza; Lia Khalisa; Adam Idris; Sitti Agustina
International Journal of Educational Narratives Vol. 3 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i6.2606

Abstract

Background. The erosion of local wisdom and oral traditions in modern education threatens cultural continuity and identity among younger generations. The study explores storytelling as a pedagogical bridge to sustain cultural values through education. Purpose. The research aims to examine how oral history and indigenous narratives can be integrated into formal learning to promote cultural awareness, moral development, and intergenerational connection. Method. Using a qualitative descriptive design, the study employed interviews, classroom observations, and content analysis in selected elementary schools in Central Java and Bali. Teachers, students, and community elders were involved as participants to document and interpret local narratives used in classroom instruction. Results. The findings reveal that storytelling serves as a dynamic learning medium that enhances students’ empathy, creativity, and understanding of local identity. The integration of oral history into the curriculum also strengthens social cohesion by positioning traditional knowledge as a living source of moral and environmental education. Conclusion. The research concludes that incorporating local narratives within pedagogical frameworks revitalizes indigenous wisdom while enriching 21st-century education. The study recommends teacher training and curriculum reform emphasizing community-based storytelling as a tool for sustainable cultural education.  
Digital Vlogs as Learning Narratives: A Case Study of Student Engagement in Online Learning Environments Makhrus Ali; Ethan Tan; Ryan Teo
International Journal of Educational Narratives Vol. 4 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i1.2888

Abstract

Background. Digital vlogs offer multimodal narrative spaces combining visual, auditory, and reflective elements, yet existing research has not systematically examined how vlogs function as learning narratives or their specific influence on multidimensional student engagement over time. Purpose. This qualitative case study investigated how digital vlogs operate as learning narratives and influence behavioral, emotional, and cognitive dimensions of student engagement in online learning environments, guided by the Community of Inquiry framework and narrative learning theory. Method. Eighteen undergraduate students enrolled in an online educational psychology course participated in semester-long data collection involving seven vlog submissions, three-point semi structured interviews, reflective journals, and artifact analysis. Results. Findings reveal progressive engagement development with vlog length increasing from 3.2 to 5.7 minutes, reflective depth scores rising from 2.8 to 4.3, and narrative elements increasing from 68% to 89%. Three primary themes emerged: narrative ownership (94% of participants), multimodal expression (83%), and social presence (78%). Conclusion. The study's novelty lies in demonstrating that asynchronous video narratives generate authentic social presence and in integrating narrative learning theory with the Community of Inquiry framework, providing educators with conceptual tools for designing engagement-focused online learning experiences.
Narrative Approaches to Teacher Agency: How Educators’ Stories Shape Educational Change Erwin Erwin; Teboho Maseko; Syafiq Amir; Saiful Fallah
International Journal of Educational Narratives Vol. 3 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i6.2893

Abstract

Background. Teacher agency plays a crucial role in educational transformation, yet its narrative dimensions remain underexplored. This study addresses how educators' stories shape their capacity to influence professional practices and institutional policies amid reform initiatives, drawing on narrative theory to examine storytelling as a sense-making tool for navigating complex educational landscapes. Purpose. The primary aim is to investigate how teachers construct and enact professional agency through narrative structures in relation to educational change, identifying patterns across career stages and reform types to understand temporal, collective, and contextual influences on agency development. Method. Data collection included three life history interviews per participant over six months, supplemented by artifacts and researcher reflections. Analysis utilized Clandinin and Connelly's three-dimensional framework, incorporating structural, thematic, and dialogic techniques with member checking for trustworthiness. Results. Findings revealed three dominant narrative plots: progressive (heroic transformation), tragic (constrained persistence), and comedic (pragmatic improvisation). Career stage variations showed early-career teachers focusing on individual agency, mid-career on collective action, and veterans on temporal depth. Conclusion., providing a framework for understanding how stories mediate reform implementation and empower educators. This approach highlights the potential for narrative practices to foster equitable, context-sensitive transformations in education.
Embedding Qur’anic Values into Student-Centered Learning: A Framework for Character Education in Contemporary Classrooms Eva Syafaah Hasanah
International Journal of Educational Narratives Vol. 3 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i6.2934

Abstract

Background. Contemporary education often emphasizes cognitive achievement and 21st-century skills, while character formation and spiritual values receive limited attention, particularly within Muslim educational contexts. This imbalance highlights the need for pedagogical frameworks that integrate academic learning with moral and spiritual development rooted in Islamic values. Purpose. This research aimed to formulate and examine a character education framework that internalizes Qur’anic values within student-centered learning practices in modern classrooms. Method. The study employed a qualitative approach through literature review and conceptual analysis. Data sources included curriculum documents, theoretical studies on character education, principles of student-centered learning, and Qur’anic verses emphasizing values such as honesty, responsibility, cooperation, empathy, and critical thinking. Results. The findings suggest that Qur’anic values can be effectively internalized through active learning strategies, including reflective discussions, project-based learning, contextual problem-solving, and authentic assessment. These strategies promote active student engagement, independence, and the practical application of character values in daily life. Conclusion. The study concludes that integrating Qur’anic values into student-centered learning offers a relevant and sustainable framework for holistic character education. This approach not only enhances academic participation but also strengthens moral and spiritual development, making it a contextual pedagogical model for modern classrooms.
Storytelling Therapy in schools: Supporting Emotional Well-Being through Narative Practices Maulida Shanti Yusuf; Rania Khatib; Nasser Qudah
International Journal of Educational Narratives Vol. 3 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i6.2937

Abstract

Background. Emotional well-being has emerged as a central concern in contemporary school contexts, as students increasingly encounter psychological, social, and academic pressures that affect learning and development. While schools have adopted various social-emotional learning initiatives, therapeutic approaches grounded in narrative meaning-making remain underutilized. Purpose. The primary aim of this study is to examine how storytelling therapy implemented in school settings supports students’ emotional well-being through narrative practices. Method. This research employed a qualitative descriptive design with a narrative-oriented approach. Participants included students and educators selected through purposive sampling in schools implementing storytelling-based activities. Results. Findings indicate that storytelling therapy enhances emotional expression, emotional regulation, peer interaction, and self-confidence among students. Sustained narrative participation fostered gradual emotional openness and strengthened social bonds within classrooms. Case-based analysis illustrated individual emotional transformation through symbolic storytelling and narrative reframing of personal challenges. Conclusion. The study concludes that storytelling therapy is an effective school-based approach for promoting emotional well-being through narrative meaning-making.
Narrative-Based Assessment: Using Student Stories for Measuring Learning Progress and Metacognition Siri Lek; Ming Pong; Ravi Dara; Widiharto Purnomo
International Journal of Educational Narratives Vol. 4 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i1.3068

Abstract

Background. Narrative-based assessment has emerged as an alternative approach to traditional evaluation practices that often prioritize standardized outcomes over learning processes. Conventional assessments provide limited insight into how students develop understanding and regulate their thinking. Student narratives, in contrast, offer rich representations of learning experiences and reflective engagement, yet their systematic use for measuring learning progress and metacognition remains underexplored. Purpose. This study aims to examine how narrative-based assessment using student stories can be utilized to measure learning progress and metacognitive development. The research seeks to identify narrative features that indicate cognitive growth, reflective depth, and self-regulatory awareness in learning contexts. Method. A qualitative descriptive research design with a longitudinal narrative approach was employed. Participants were students engaged in reflective learning activities selected through purposive sampling. Data were collected through student narratives, reflective prompts, and learning artifacts, and analyzed using thematic, structural, and linguistic analysis to identify indicators of learning progress and metacognition. Results. Findings indicate that repeated narrative engagement leads to increased metacognitive awareness, strategy articulation, and evaluative reflection. Student stories demonstrated progressive development from descriptive accounts toward coherent and self-regulated learning narratives. Case analysis further illustrated individual learning transformation through narrative expression. Conclusion. Narrative-based assessment is effective for capturing learning progress and metacognition as dynamic and developmental processes. The novelty of this study lies in operationalizing student narratives as systematic assessment evidence, positioning storytelling as a valid and inclusive approach for measuring learning development.
Digital Storytelling for Sustainability Education: Examining Its Impact on Pro-Environmental Behavior Rina Farah; Zain Nizam; Rahmi Setiawati
International Journal of Educational Narratives Vol. 4 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i1.3070

Abstract

Background. Narrative communication offers promising alternatives, yet systematic understanding of how digital storytelling specifically promotes sustained pro-environmental behaviors remains underdeveloped. Purpose. This study investigated whether participatory creation of digital environmental narratives leads to stronger and more sustained pro-environmental behavior change compared to passive narrative consumption or information-based education, while also examining the mediating roles of psychological mechanisms such as narrative transportation and environmental self-efficacy Method. Mixed-methods experimental design randomly assigned 228 undergraduate students to participatory creation, passive consumption, or information-based control conditions, measuring pro-environmental behaviors, attitudes, self-efficacy, and psychological distance across baseline, immediate post-intervention, 3-month, and 6-month follow-ups. Results. Participatory creation produced significantly greater behavior change (33% increase maintained at 6-month follow-up) compared to passive consumption (12% increase) and control (0% increase). Environmental self-efficacy mediated 61% of participatory creation effects while narrative transportation mediated 73% of passive consumption effects. Conclusion. This research demonstrates that creating digital environmental narratives produces superior behavior change compared to consuming narratives through distinct psychological mechanisms emphasizing capability-building over persuasion.
The Effectiveness of Audio-Visual Learning Media in Improving Arabic Speaking, Listening, and Vocabulary Skills: Evidence from Indonesian Students Muh. Fihris Khalik
International Journal of Educational Narratives Vol. 4 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i1.3307

Abstract

Background. The increasing demands of global communication and the integration of technology in education have highlighted the importance of mastering foreign languages, including Arabic. However, many university students continue to demonstrate low proficiency in Arabic, particularly in speaking and listening skills. This issue is often associated with limited variation in instructional Purpose. This study aims to evaluate the effectiveness of audio-visual media as a tool for strengthening Arabic language competency, particularly in speaking, listening, and vocabulary mastery. Method. This research employed a quantitative quasi-experimental design involving two groups: an experimental group that utilized audio-visual media and a control group that applied conventional learning methods. Results. The findings revealed that students in the experimental group showed significant improvement in speaking, listening, and vocabulary skills compared to those in the control group. Statistical analysis confirmed a significant difference in the mean scores, indicating that the use of audio-visual media had a positive and measurable impact on enhancing Arabic language competency. Conclusion. The study concludes that audio-visual media is an effective and engaging learning strategy for improving Arabic language skills. Its implementation not only enhances students’ comprehension and participation but also supports their readiness to meet the challenges of modern, technology-driven learning environments.
Leading for Resilience and Equity: The Role of Innovative School Leadership in Mitigating Crisis and Fostering Inclusive Learning Environments Choiruddin Choiruddin; Bounmy Xaypanya; Sulistyorini Sulistyorini
International Journal of Educational Narratives Vol. 4 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i1.3433

Abstract

Background: The COVID-19 pandemic and ongoing educational crises have exposed the inadequacy of traditional leadership models in maintaining continuity and inclusivity. Purpose: This study aims to explore how innovative school leadership strategies can promote resilience and equity while ensuring access for all students during disruptions. Method: A mixed-methods research design was implemented, integrating quantitative surveys with qualitative case studies of school leaders in crisis-prone regions. Results: The findings identified that leadership strategies focusing on flexibility, staff training, and community engagement significantly improved school resilience and marginalized student participation. Conclusion: The study concludes that a holistic and adaptive leadership approach is essential for maintaining equitable educational opportunities and building crisis-resilient school systems.
Implementation of Machine Learning as Interactive Media in Modern Computer Learning Jenny Sari Tarigan; Erwinsyah Simanungkalit; Mardhiatul Husna; Djames Siahaan
International Journal of Educational Narratives Vol. 4 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i1.3447

Abstract

Background. This study explores the use of machine learning as an interactive medium in the context of modern computer learning, driven by increasingly dynamic educational demands that require adaptive and personalized learning approaches. Purpose. This study aims to evaluate the effectiveness of machine learning algorithms in developing interactive learning media that can improve conceptual understanding, active student participation, and a more personalized learning experience. Method. The methodology used is qualitative with a case study and experimental design, including observations, interviews with instructors and students, and quantitative and qualitative data analysis of system interactions. Results. The research findings indicate that learning media integrated with machine learning can adapt material to students' abilities and learning styles, provide real-time feedback, and increase student motivation and engagement in the learning process. The discussion highlights that machine learning functions not only as a technological tool but also as a means of pedagogical transformation that delivers an adaptive and personalized learning experience. Conclusion. Thus, the implementation of machine learning as an interactive medium has proven effective in improving the quality of the teaching-learning process, encouraging active participant engagement, and adapting materials to individual needs, making it an important strategy in modern, responsive computer education.  

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