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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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Enhancing Pre-Service Teachers’ Literacy and Numeracy through Deep Learning Pedagogy: Evidence from a Quasi-Experimental Study Arifin Ahmad; Moh. Nurhadi; Dahlia Rineva Puspitasari
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.v4i2.3478

Abstract

Background. Literacy and numeracy are fundamental epistemic competencies required for professional teachers to analyze educational data and make evidence-based decisions. Despite their importance, many teacher education programs still rely on conventional instructional methods that promote surface learning rather than deep conceptual understanding. Purpose. This study examined the effectiveness of deep learning pedagogy in enhancing the literacy and numeracy competencies of pre-service teachers in the Teacher Professional Education (PPG) program. It further sought to identify the impact of this approach on students' analytical and reflective capacities compared to conventional methods. Method. A quantitative quasi-experimental design with a nonequivalent control group was employed. Participants were divided into an experimental group (deep learning pedagogy) and a control group (conventional methods). Data were gathered through pre-tests and post-tests and analyzed using independent sample t-tests and N-Gain analysis. Results. Baseline scores showed no significant differences between groups (p > 0.05). Post-intervention, the experimental group’s mean score rose to 87.50 (a 34.62% increase), significantly outperforming the control group’s 75.00 (a 15.38% increase). The t-test confirmed a significant difference (t = 3.678, p = 0.001, d = 0.92). Furthermore, N-Gain analysis revealed moderate improvement for the experimental group (g = 0.64) versus low improvement for the control group (g = 0.29). Conclusion. Deep learning pedagogy significantly enhances literacy and numeracy competencies within the Indonesian PPG context. Theoretically, these findings extend Fullan’s framework to professional teacher education. Practically, the study provides a replicable model for institutions aiming to foster data-informed teaching and metacognitive reflection among future educators.
Narrative Engagement in Problem-Based Learning: Enhancing Students’ Maharah Qira’ah through Contextual Meaning-Making Fridila Zasyiva; Musli Musli; Mustar Mustar; Muhammad Ahmad Abdul Ghoffar; Tata Frarisia; Putri Hardiyanti
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.v4i1.3480

Abstract

Background. Arabic reading skills (Mah?rah Qir?’ah) are crucial in language acquisition, but traditional teacher-centered instruction at Madrasah Tsanawiyah often leads to passive engagement and limited contextual comprehension. Purpose. This study investigates the impact of the Problem-Based Learning (PBL) model on students’ Mah?rah Qir?’ah, focusing on the narrative engagement and meaning-making processes that influence learning outcomes. Method. A mixed-method explanatory sequential design was employed. The quantitative component used a quasi-experimental pre-test and post-test with 20 Madrasah Tsanawiyah students, analyzed using descriptive statistics and a paired sample t-test. The qualitative component involved semi-structured interviews with six purposively selected students, analyzed thematically. Results. Quantitative results showed a significant improvement in Mah?rah Qir?’ah, with mean scores rising from 59.5 to 92.5 (p < 0.05). Thematic analysis revealed three key themes: a shift from passive decoding to active meaning construction, the role of collaborative group discussions in comprehension, and linguistic barriers as differentiating factors. Conclusion. The findings suggest that PBL’s effectiveness is enhanced through narrative engagement, as students construct meaning via reading, discussion, and interpretation. These results position PBL as an effective, contextually responsive approach for Arabic language education. Educators are encouraged to incorporate vocabulary scaffolding to promote equitable participation.
Strengthening Academic Integrity in Online Learning through Moral Values and Spiritual Motivation among University Students Chaira Saidah Yusrie; Amie Primarni; Makmudi Makmudi; Agus Suryana; Nabila Yusof; Yusi Srihartini
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.v4i1.3483

Abstract

Background. Ethical decision-making in online learning has emerged as a critical challenge in higher education. The shift to digital environments has inadvertently created greater opportunities for academic misconduct while simultaneously reducing direct supervision. Purpose. This study aims to analyze the influence of moral values and spiritual motivation on students’ ethical decision-making processes. Furthermore, it seeks to explore how these two internal drivers guide student responses when encountering ethical dilemmas within digital learning environments. Method. The research employed an explanatory sequential mixed-methods design. Quantitative data were gathered from 95 university students using validated Likert-scale questionnaires and processed through multiple regression analysis. To deepen the insights, qualitative data were collected from students’ written narrative responses and examined using thematic analysis. Results. The findings indicate that both moral values and spiritual motivation significantly impact ethical decision-making in online learning, with spiritual motivation identified as the stronger predictor. Conclusion. By focusing on these internal motivators, higher education institutions can more effectively strengthen academic integrity and foster a culture of ethical responsibility among university students in the digital age.
Narrative Construction of Anti-Bullying School Culture through LPKRA Implementation Anas Rohman; Kholfan Zubair Taqo Sidqi; Erry Nurdianzah; Alex Yusron Al Mufti; Abdul Rozaq; Khalimatus Sadiyah
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.v4i1.3484

Abstract

Background: Bullying remains a pervasive form of school violence that severely compromises students' psychological, social, and academic development. To mitigate this, educational institutions are increasingly adopting child protection frameworks. A primary initiative in this domain is the Child-Friendly Special Protection Institution (LPKRA) standards, which emphasize policies and pedagogical practices that prioritize the safety and well-being of the child. Purpose: This study aims to delineate the operational model of junior high schools (SMP) that meet LPKRA standards and to analyze the implementation of LPKRA-based anti-bullying education within Semarang City. Method: This research employs a qualitative descriptive approach. Data were gathered through observations, interviews, and documentation involving school principals, teachers, guidance counselors, and students across several junior high schools that have institutionalized LPKRA standards. The data analysis followed the stages of reduction, presentation, and conclusion drawing. Results: The findings indicate that schools adhering to LPKRA standards in Semarang have significantly improved governance by embedding child protection into their core institutional framework. These schools have established formal protection units, enacted anti-violence policies, and developed systematic reporting mechanisms. Anti-bullying education is strategically integrated through school policy, classroom curricula, socialization programs, and active parental involvement. Furthermore, case management utilizes restorative and educational approaches that prioritize the “best interests of the child” principle. Conclusion: The implementation of LPKRA standards effectively fosters a safer, more supportive school environment. While the framework facilitates early detection and resolution of bullying, challenges regarding human resource limitations and program sustainability persist.
Provoking Active Learning among Student Teachers in Distance Education through a Dialogical Online Tutorial Approach Titi Chandrawati; David Kaufman; Charles Scott
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.v4i2.3487

Abstract

Background. Distance education environments often face challenges in fostering active learning because online interactions can easily become teacher-centered, leading students to act as passive recipients of information. A dialogical learning approach is considered a potential strategy to promote participation and reduce passive learning patterns in online tutorials. Purpose. This study aims to analyze the use of a dialogical approach in provoking active learning among student teachers participating in online tutorials at Universitas Terbuka (UT). Method. This research employed a qualitative case study design to explore the implementation of a dialogue-based learning approach in an online tutorial. The participants consisted of nine student teachers enrolled in the Early Childhood Education program, all of whom were practicing kindergarten teachers, along with one online tutor facilitating the tutorial. Data were collected through observations of online tutorial interactions and participants’ reflections on their learning experiences. Results. The findings indicate that the dialogical approach successfully encouraged student teachers to become more active learners during the online tutorials. Through structured dialogue, participants were able to exchange ideas, share professional experiences, and collaboratively construct knowledge. The dialogical interaction also reduced the tendency toward the banking concept of education by fostering reciprocal communication between tutor and students. Conclusion. The implementation of a dialogical learning approach in distance education can enhance student participation and support meaningful learning experiences. This approach provides an effective strategy for promoting active engagement among student teachers in online learning environments.
Religious Deradicalization, Inclusivism and Multiculturalism: A Critical Analysis of Islamic Boarding School Education in the United States Ali Mufron
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.v4i1.3491

Abstract

Background. Religious radicalism in the United States poses a significant challenge in a multicultural society, where diverse religious and cultural identities coexist. Radical interpretations of religious teachings can lead to intolerance and threaten social cohesion. Purpose. This study examines the role of education and interfaith engagement in preventing religious radicalism and promoting tolerance. Method. A qualitative approach was employed using literature analysis and conceptual review of deradicalization programs. Data were collected from academic publications, policy documents, and reports related to religious education, multiculturalism, and interfaith dialogue in the United States. Results. The findings show that inclusive education and interfaith communication effectively reduce radical narratives and strengthen mutual understanding. Educational institutions, including Islamic boarding schools and community-based organizations, have implemented models that emphasize dialogue, cultural awareness, and respect for diversity. Conclusion. Educational collaboration and multifaith engagement are key strategies for preventing radicalism and strengthening social cohesion. As a practical contribution, this study supports the development of multifaith education programs that promote tolerance and cultural awareness among educators, students, and the wider community.
Narrating Collaborative Music Learning: Teachers’ Lived Experiences in Developing Students’ Musical Abilities Steffi Eka Permatasari R. A. Ratu; Yosefina Metan; Dersy Rejoice Taneo; Anita Papadja; Ricman Babys
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.v4i2.3492

Abstract

Background. Music education in junior high schools plays an important role in developing students’ musical skills, creativity, character, and social abilities. However, teaching practices are often dominated by conventional teacher-centered methods, resulting in students’ musical abilities not developing optimally. Therefore, this study aims to examine teachers’ strategies in developing musical abilities through collaborative learning. Purpose. The aim of this study is to determine the strategies used by teachers in developing students’ musical abilities through collaborative learning in classroom practice. Methods. This study employed a qualitative approach using a narrative inquiry design to explore teachers’ experiences in designing and implementing collaborative music instruction at SMP Negeri 4 Taebenu. Data were collected through reflections, classroom observations, and interactions during the research process. Data analysis used narrative thematic analysis based on Braun and Clarke and supported by Clandinin and Connelly’s narrative inquiry framework. Results. Collaborative music learning at SMPN 4 Taebenu is implemented through planning, implementation, and evaluation stages integrated within the Lesson Plan (RPP) adjusted to student characteristics. Strategies are student-centered through group work, inquiry learning, and peer tutoring to increase participation and interaction. Learning activities include rhythmic exercises, music games, and ensemble practice that support experiential learning. Assessment is conducted through observation, interviews, and formative and summative evaluations covering process and outcomes. Challenges include differences in student ability, limited time, and lack of instruments, requiring adaptive strategies and better facilities. Conclusions. Collaborative learning strategies support students’ musical ability development through structured planning and active group participation. Teachers act as facilitators using interactive methods and varied learning media. Existing constraints require institutional support and improved management to strengthen learning effectiveness.
Voices Behind the Screen: A Narrative Inquiry into Short Video Addiction and Academic Procrastination Among Muslim Students in Yogyakarta Sutipyo Ru'iya; Sutarman Sutarman; Yahaya Newae; Yusron Masduki
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.v4i2.3494

Abstract

Background. High engagement in short video viewing among students can negatively impact academic activities, leading to increased academic procrastination. This tendency is exacerbated when students have low self-awareness. Purpose. This study aimed to analyze the effect of short video addiction on academic procrastination among high school students in Yogyakarta, with self-awareness serving as a moderating variable. Understanding this relationship is important for developing strategies to reduce academic procrastination and improve students' academic performance. Method. This quantitative study employed a cross-sectional design. Data were collected using validated psychological scales measuring short video addiction, academic procrastination, and self-awareness. The sample consisted of 309 high school students. Data analysis was conducted using factor analysis via SmartPLS 3.0. Results. The hypothesis test revealed that short video addiction positively affected academic procrastination, explaining 53.7% of the variance. Self-awareness negatively affected academic procrastination, accounting for 32.1% of the variance. Meanwhile, self-awareness was not statistically proven to moderate the effect of short video addiction on academic procrastination, because the p-values ??were 0.066 > 0.05. Conclusion. Higher short video addiction was associated with higher levels of academic procrastination, while higher self-awareness was associated with lower levels of academic procrastination. However, self-awareness does not play an effective role in moderating the effect of short video addiction on academic procrastination.
Faith in Flux: A Narrative Approach to Transformational Curriculum Management in Christian Education Amidst Digital Disruption Berdinata Massang; Hotliong Verawaty; Juanda Manullang
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.v4i2.3496

Abstract

Background: Global disruption and the acceleration of digitalization have significantly transformed the educational landscape, including Christian education, which has traditionally managed its curriculum in an administrative and procedural manner. This condition poses serious challenges to the relevance of the curriculum in addressing the demands of twenty-first-century competencies while simultaneously maintaining Christian faith values. Purpose: This study aims to analyze the limitations of the administrative curriculum management model in Christian education and to formulate a transformational curriculum management model that is responsive to global disruption and the digitalization of education. Method: The research employs a qualitative approach using a literature review method and conceptual analysis of relevant international and national scholarly works. Results: The findings indicate that a transformational curriculum management model is capable of holistically integrating digital innovation, visionary leadership, and Christian values within the processes of curriculum planning, implementation, and evaluation. The discussion underscores the importance of shifting the curriculum management paradigm from an administrative function toward a strategic and adaptive function. Conclusion: This study concludes that the transformational model represents a relevant and sustainable approach for the development of Christian education in the era of global disruption.
Bridging Digital Health and Sasak Tradition: A Narrative Inquiry into the BERIUK Program for Preconception Nutrition Education Baiq Eka Putri Saudia; Imtihanatun Najahah; I Gusti Ayu Putu Sriwahyuni; Lely Cintari
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.v4i2.3497

Abstract

Background. The nutritional status of maternal and child health is a determinant of the quality of human resources. This is increasingly clear with evidence that the nutritional status and health of mothers during preconception, pregnancy, and breastfeeding are very critical periods. The importance of preconception nutrition is closely related to the incidence of Stunting. NTB Province is one of the provinces that contributes to stunting of 77,037 toddlers. Therefore, prospective brides and grooms require adequate nutrition to ensure optimal preconception health and reduce the risk of stunting in their future children. Purpose. to find out the role of BERIUK (Berugaq Information Education) for Prospective Brides and Grooms in increasing knowledge and attitudes about pre-conception nutrition using the Android application media Gipsi (Pre-Conception Nutrition). Method. The study used a quasi-experimental with a pretest-posttest group approach. It was conducted in West Lombok Regency, NTB Province with 60 prospective brides and grooms. Data were analyze using paired t-tests to determine differences in knowledge and attitudes before and after the intervention.   Results. The results showed a significant increase in knowledge and attitudes after the intervention. The t-test revealed a significant difference in knowledge (p = 0.000 < ? = 0.05) and attitudes (p = 0.001 <?=0.05), indicating that education via BERIUK significantly improved both outcomes among prospective brides and grooms. Conclusion. Combining culturally relevant education with digital media is highly effective. Using BERUIK alongside the Gipsi Android application significantly increased knowledge and positively influenced attitudes regarding preconception nutrition among prospective brides and grooms.

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