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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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Narrative-Based Interactive Multimedia in Islamic Religious Education: Reconstructing Learning Engagement among Generation Z Rizki Pebrina; Ulvi Marta Vera; Susi Herawati; Ali Akbar
International Journal of Educational Narratives Vol. 4 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i2.3451

Abstract

Background. The emergence of the Society 5.0 era has catalyzed fundamental shifts within the educational landscape, specifically challenging Islamic Religious Education (IRE) to evolve. Purpose. This study aims to analyze the utilization of narrative-based interactive multimedia within the context of Islamic Religious Education. Specifically, the research investigates how this specific medium relates to student learning engagement and its overall effectiveness in addressing the pedagogical needs of the digital era. Method. The research employed a quantitative descriptive method to evaluate the implementation of these digital tools. Data were systematically collected through questionnaires distributed to students and subsequently analyzed using descriptive statistical techniques to determine the perceived benefits and levels of engagement. Results. The findings indicate that students perceive narrative-based interactive multimedia as highly beneficial for the learning process. The integration of technology is significantly associated with increased interest, motivation, and comprehension of IRE materials. Conclusion. This study concludes that narrative-based interactive multimedia is a relevant and appropriate learning medium for Generation Z. By fostering higher student engagement and providing more engaging narratives, these tools serve as a vital resource for modernizing Islamic Religious Education in the digital era.  
Narrative Foundations of Islamic Sociology: Developing an Educational Framework Integrating Revelation and Social Sciences Wijaya Wijaya
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.v4i1.3454

Abstract

Background. The dominance of Western empirical paradigms in educational sociology has limited the integration of revelation as a primary source of knowledge in Islamic intellectual traditions. This creates a gap in developing a comprehensive Islamic sociological framework. Purpose. This study aims to formulate a concise educational framework that contributes to the development of a grand theory of Islamic Sociology based on the integration of revelation and social science. Method. This research employs a qualitative approach using literature review and conceptual analysis of classical Islamic texts, works of Islamic sociologists, and contemporary academic publications. Results. The findings show that integrating revelation and social science generates a sociological paradigm that incorporates empirical, normative, and transcendental dimensions. The study highlights a conceptual model that bridges religious values and scientific analysis, offering a more holistic understanding of educational and social realities. Conclusion. This study offers a novel theoretical contribution by providing an integrated framework that strengthens the foundation for developing Islamic Sociology and enriches contemporary educational discourse with a more comprehensive and value-based approach.
Enhancing Students’ Interest in Agriculture Through the Integration of Ethnoecology in Biology Education Yohanes Kamakaula; Obadja Andris Fenetiruma; Yunita Palinggi
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.v4i1.3455

Abstract

Background. The integration of local knowledge in science education is considered an effective approach to bridging the gap between theoretical content and students’ real-life experiences. Ethnoecology, which examines the relationship between communities and their natural environment through culturally transmitted practices, provides a relevant framework for contextualizing biology learning, particularly in agrarian settings. Purpose. This study aims to examine how the integration of ethnoecology in biology education can enhance students’ interest in the agricultural sector. Method. A qualitative design was employed using a literature review and conceptual analysis. Data were collected from peer-reviewed journal articles, academic books, and prior studies related to ethnoecology, local wisdom-based learning, and biology education. The analysis was conducted through systematic source selection, conceptual categorization, and thematic interpretation. Results. The findings indicate that the ethnoecological approach improves students’ understanding of ecological concepts, increases the relevance of learning to everyday life, and promotes appreciation of local agricultural practices as both scientific knowledge and cultural heritage. Conclusion. The integration of ethnoecology into biology learning is an effective strategy for enhancing students’ interest in agriculture while supporting the preservation of local knowledge and the development of sustainable agricultural practices.
The Role of Interactive Learning Media in Deep Learning: A Study on Critical Thinking Skills in Elementary Schools Sri Nur Rahmi; Wahidmurni Wahidmurni; Samsul Susilawati
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.v4i1.3457

Abstract

Background: The development of twenty-first-century education requires students to possess higher-order thinking skills, particularly critical thinking, which enables them to analyze information, evaluate perspectives, and make reasoned decisions. In elementary education, the integration of interactive learning media and deep learning approaches is increasingly considered important to support meaningful learning and foster students’ cognitive development. Purpose: This study aims to analyze the role of interactive learning media in facilitating deep learning to support the development of critical thinking skills among elementary school students. Method: The study employed a mixed-method approach using a sequential explanatory design. Quantitative data were collected through a teacher perception questionnaire and analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM) with the assistance of SmartPLS software. Qualitative data were subsequently used to elaborate and interpret the quantitative findings. Results: The findings indicate that interactive learning media and deep learning have not yet demonstrated a strong direct effect on students’ critical thinking skills. However, both elements function as facilitators within the learning process. The development of critical thinking skills requires the consistent integration of analytical and reflective learning activities within classroom instruction. Conclusion: Interactive learning media and deep learning should be positioned as supporting components within the broader learning ecosystem rather than as standalone determinants of critical thinking development. Their effectiveness largely depends on how teachers integrate these elements with pedagogical strategies that encourage sustained student engagement, reflection, and meaningful learning experiences.
Exploring Students’ Lived Experiences of Statistical Literacy in a Mathematical Statistics Course: A Phenomenological Narrative Study Azis Azis; Jarnawi Afgani Dahlan
International Journal of Educational Narratives Vol. 4 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i2.3458

Abstract

Background. The rapid development of information technology and the increasing use of data across various domains require students to be able to understand and critically interpret statistical information. Statistical literacy has become an essential competency in higher education, particularly in contexts that demand data analysis and interpretation of research findings. However, previous studies indicate that students still experience difficulties in understanding statistical concepts and interpreting statistical information appropriately. Purpose. This study aims to explore the statistical literacy of mathematics education students after completing a mathematical statistics course, with a particular focus on how they experience and construct meaning of statistical concepts. Method. This study employed a qualitative approach with a phenomenological design to examine students’ lived experiences in learning statistics. The participants were mathematics education students who had completed a mathematical statistics course. Data were collected through a statistical literacy test consisting of 15 items used as an elicitation tool, followed by semi-structured interviews to explore students’ meaning-making processes. Data were analyzed using thematic analysis to identify patterns in how students understand and interpret statistical concepts and information. Results. The findings reveal that students’ statistical literacy is predominantly characterized by procedural understanding, where students are able to execute statistical procedures but struggle to interpret results and critically evaluate research findings. More importantly, the study identifies a pattern of understanding conceptualized as surface statistical thinking, in which students rely on mechanical procedures, exhibit limited knowledge transfer, and demonstrate fragmented conceptual understanding. These findings highlight that students’ difficulties are not merely related to ability levels, but are rooted in how they experience and make sense of statistics learning. Conclusion. This study contributes theoretically by proposing surface statistical thinking as a phenomenological construct that explains the gap between procedural performance and conceptual understanding in statistical literacy. Therefore, statistics instruction in higher education should be designed to promote conceptual understanding through contextual, reflective, and data-driven learning, while integrating data literacy and critical thinking to better prepare students for the demands of the data-driven and artificial intelligence era.
Spiral Curriculum Model in Islamic Boarding School Fiqh Curriculum Management: Turaath-Based Vertical Continuity Analysis Zainal Abidin; Ahmad Qusairi; Ikmal Wahyudi; Musleh Harry
International Journal of Educational Narratives Vol. 4 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i2.3461

Abstract

Background. The research into Islamic boarding school (pesantren) curricula has mainly centred on the process of institutional change, whereas the internal workings of fiqh turath have received scant attention from the perspective of the modern theory of curriculum. It is noteworthy that turath may be regarded as a means for realizing the idea of a vertical curriculum because the point has never been considered theoretically before. Purpose. This study aims to analyze the vertical continuity of fiqh learning in pesantren and to examine the extent to which the structure of classical texts reflects the characteristics of a spiral curriculum. Method. A qualitative longitudinal case study was conducted at Darullughah Wadda’wah Islamic Boarding School. Data were collected through curriculum documents, examination archives, classroom observations across three instructional levels, and semi-structured interviews with key stakeholders. The analysis employed qualitative curriculum mapping and cognitive task analysis based on the revised Bloom’s taxonomy. Results. The findings show that core fiqh themes recur systematically across instructional levels, accompanied by progressive argumentative deepening and increasing cognitive complexity. This pattern reflects an implicit spiral structure embedded in the mukhtashar–syarah textual tradition, indicating a consistent form of vertical alignment without formal curriculum engineering. Conclusion. This paper contributes theoretically to the discussion by reinterpreting the idea of a spiral curriculum through a text-based epistemology, where it is shown that coherence in curricula can result from the inherent structures in classical texts. This theory is used to develop the Turath-Based Spiral Curriculum Model, which seeks to integrate traditional Islamic education with modern curricular theory. Due to the limitations of the single case study design, this theory is not a general theory but rather a theoretical proposition.
Institutional Narrative of Digital Transformation: Toward an Educational Innovation Management Model to Enhance Higher Education Competitiveness Wakidi Wakidi; Fatimah Aristiati; Ayuba Olaniyi Jibril
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.v4i2.3464

Abstract

Background: The development of digital technology has encouraged higher education institutions to innovate in their learning systems and institutional governance to increase competitiveness. Various studies have addressed the adoption of digital technology in education, but a clear gap remains regarding the lack of integrated, systematic, and contextual innovation management that links the use of digital technology with increased higher education competitiveness. Purpose: This study aims to analyze the Institutional Narrative of Digital Transformation: Towards an Educational Innovation Management Model to Enhance the Competitiveness of Higher Education Institutions. Method: This research employs a qualitative approach with conceptual and narrative analysis of the literature on digital transformation, educational innovation, and institutional competitiveness. The data sources are scientific publications relevant to the research topic. Data collection techniques include a systematic literature search using scientific databases. Conclusion: Digitalization technology must be realized as a transformation encompassing changes in work processes, interaction patterns, and data-driven decision-making. This process must be gradual and sustainable, starting with vision, capacity building, system integration, monitoring, and adaptation. This integrated process will excel in efficiency, innovation, and global competitiveness, becoming a strategic step for the institution's future.
Narrating Arabic Reading in the Digital Age: A Narrative Inquiry into Generation Alpha Learning in Indonesian Pesantren Abdurrahman Abdurrahman; Zulfan Syakhansyah; Naser Ali Abdulghani
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.v4i1.3474

Abstract

Background: Traditional linear Arabic language instruction in Indonesian Islamic boarding schools (pesantren) faces a cognitive mismatch with Generation Alpha. Although technology has been adopted, current literature has not yet explored how students’ subjective experiences bridge classical texts with their digital cognitive habits. Objective: This study aims to explore the learning experience narratives of teachers and students in implementing a pedagogical framework that bridges classical Arabic texts with the visual-digital logic of the contemporary generation. Methods: This research employs a qualitative case study design with a narrative approach. Data were collected through participant observation and in-depth interviews with four students and two teachers. The thematic analysis method by Miles, Huberman, and Saldaña was utilized to deconstruct the flow of subjects’ experiences and reflections. Results: The study reveals that Generation Alpha possesses a dominant intuitive-visual literacy inclination in processing information. Participant narratives indicate that the “creative-hybrid bridge” strategy, which integrates digital aesthetics into classical texts, successfully transformed the learning experience from passive rote memorization into active, game-based discovery. The findings highlight an enrichment in reading comprehension quality and the growth of learner autonomy rooted in the synchronization of materials with the students’ visual logic. Conclusion: The proposed pedagogical interface model provides a theoretical contribution to digital language pedagogy within traditional environments. This model proves that integrating digital cognitive architecture into classical materials can sustain linguistic traditions without losing substantive depth for future generations.
Digital Narratives And Machine Learning For Personalized Learning Recommendations In Transnational Educational Contexts Rachmat Rasyid; Syamsul Bhahri; Hamria Hamria
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.v4i1.3476

Abstract

Background. Personalized learning systems are expanding rapidly in higher education, but many recommendation pipelines still depend on structured indicators such as grades, attendance, task completion, and clickstream activity. In transnational educational settings, those indicators cannot adequately explain how students interpret disciplinary language, negotiate cultural expectations, or express learning difficulties. Purpose. This study develops a narrative-informed framework for personalized learning recommendations by integrating structured academic data and student-authored digital narratives within a multimodal learning analytics perspective. Method. The manuscript is positioned as a design science and framework-development study rather than a completed quantitative experiment. It synthesizes recent literature on learning analytics, educational recommender systems, multilingual education, natural language processing, and human-centred AI in education to specify a technical workflow for narrative preprocessing, multimodal fusion, learner-state modelling, recommendation generation, and evaluation. The small learner records presented in tables are synthetic examples used only to illustrate the data architecture. Results. The main output is a technically explicit and theoretically grounded framework that explains how narrative text can be anonymized, segmented, normalized, encoded into multilingual embeddings, combined with numerical learner indicators through early and late fusion, and evaluated using both predictive and recommender metrics. The framework also operationalizes transnational variables, including language diversity, culturally indirect participation, and contextual adaptation needs. Conclusion. Digital narratives can enrich learner profiling, improve contextual sensitivity, and strengthen culturally responsive recommendations. The study contributes a coherent blueprint for future empirical implementation in multilingual and transnational learning environments
Narrating Curriculum Transformation in Islamic Boarding School: Integrating Tradition and Digital Practices in Islamic Boarding School Education Salis Irvan Fuadi; Raharjo Raharjo; Ikhrom Ikhrom; Laila Ngindana Zulfa
International Journal of Educational Narratives Vol. 4 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i2.3477

Abstract

Background: Digital technology is an important part of Islamic boarding schools that need to pay attention to Islamic educational institutions in the archipelago. The rapid development of digital technology urges Islamic educational institutions, including salaf Islamic boarding schools, to transform curriculum design to remain relevant while preserving traditional identity. Integrating classical Islamic values with technological innovation presents both challenges and opportunities in pesantren education. Purpose: This study aims to analyze the curriculum design of Al-Asy’ariyyah Islamic Boarding School, Kalibeber Wonosobo, in adapting to technological developments in the digital era. Method: A mixed-methods approach was employed using questionnaires, interviews, observations, and documentation. Quantitative data were analyzed using descriptive statistics, while qualitative data were processed through data reduction, presentation, and conclusion drawing. Results: The findings indicate that the curriculum maintains traditional sorogan and bandongan learning methods while integrating digital technology utilization. Approximately 50% of respondents produced fiqh content, 23% moral content, 17% hadith content, and 10% interpretative content. The dominant media included images (63%), videos (26%), and animations (11%), while digital tools facilitated learning interaction and online academic communication. Conclusion: The pesantren curriculum demonstrates adaptive, flexible, and collaborative characteristics through integrating traditional Islamic education with digital technology while sustaining Islamic and local cultural values.

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