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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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Social Studies Education, Digital Inequality, and Socio-Economic Justice: Narratives from Senior High Schools in Ternate City Ni'matuz Zuhroh; Aniek Rahmaniah; Mujtahid Mujtahid; Samsul Susilawati; Ulfi Andrian Sari; Sri Nur Rahmi
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.v4i1.3499

Abstract

Background. Digital transformation presents both opportunities and challenges for education in Indonesia, particularly in Eastern Indonesia, including Ternate City. This region faces a persistent digital divide characterized by limited access to digital devices, uneven internet connectivity, and low digital literacy among teachers and students, which negatively affects learning quality, student engagement, and the development of 21st-century competencies such as critical thinking, collaboration, and digital literacy. Purpose. This qualitative study aimed to explore how Social Studies education can contribute to reducing socio-economic inequality and strengthening social inclusion in the context of digital transformation in education. Method. This study employed a qualitative approach, including observations, in-depth interviews, and surveys, to examine the implementation of social studies learning in senior high schools in Ternate City. Results. Findings reveal that social studies education continues to face significant obstacles, including unequal access to digital tools, limited connectivity, and insufficient integration of local content. However, IPS learning has potential to bridge digital and socioeconomic gaps through contextualized content, project-based learning, digital literacy enhancement, and fostering social awareness and economic justice. Effective implementation relies on equitable digital infrastructure, teacher competence in digital pedagogy, and policies responsive to social vulnerabilities. Conclusion. Integrating local wisdom and digital technology enables students to develop analytical, communication, and problem-solving skills while understanding their community’s socio-economic realities.
Student-Athletes’ Narratives of English Learning Needs in Special Sports Classes: Implications for Contextual ESP Instruction Khairunnisa Nasution; Joko Priyana
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.v4i1.3500

Abstract

Background. Student-athletes in special sports classes represent a unique group with dual demands in academic learning and intensive athletic training. Limited study time, physical fatigue, and the need for international communication in sports make their English learning needs distinct and academically important to investigate. However, these specific needs are often not adequately addressed in conventional English classrooms. Purpose. This study aims to analyze the English learning needs of junior high school student-athletes to inform more contextual and relevant ESP instruction. Method. This study employed a descriptive quantitative design involving 58 student-athletes. Data were collected through a needs analysis questionnaire focusing on target needs and learning needs. The analysis highlights students’ perspectives, preferences, and learning challenges as a basis for identifying effective instructional strategies. Results. The findings reveal that students prioritize speaking skills as the most essential for their future athletic communication, followed by listening skills. Students expressed a preference for interactive and engaging learning media such as games and videos, reflecting their need for dynamic and practice-oriented activities. Most participants identified themselves at an elementary level of English proficiency, with key difficulties in vocabulary, pronunciation, and fluency. In addition, students showed a strong preference for kinaesthetic learning styles and outdoor learning environments, indicating the importance of movement-based and experiential learning. These findings reflect student voices and learning experiences that emphasize the need for more engaging and context-relevant instruction. Conclusion. The study concludes that English instruction for student-athletes should be designed using contextual, communicative, and multisensory approaches that align with their lived learning experiences. These findings provide practical implications for developing ESP-based materials and strategies that support both academic development and athletic performance.
Narrative Inquiry into Teachers as Facilitators in Thematic Learning: Integrating Islamic Values in Elementary Education Ari Susetiyo; Riska Latifatul Husna; Abdul Muid; Yona Wahyuningsih; Zohaib Hassan Sain
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.v4i1.3501

Abstract

Background. Teachers play a crucial role as facilitators in creating meaningful learning experiences, particularly in thematic learning that integrates multiple subjects. However, previous studies on teacher facilitation tend to focus on general pedagogical practices and lack strong theoretical integration, especially within Islamic educational contexts. Purpose. This study aims to examine Grade 5 teachers’ understanding and implementation of their role as facilitators in thematic learning at an Islamic elementary school, as well as to explore its theoretical contribution to facilitation practices. Method. This research employed a qualitative case study approach conducted at Sabilul Huda Asy’ari Integrated Islamic Elementary School. Data were collected through classroom observations, in-depth interviews with teachers, students, parents, and the school principal, and documentation analysis. Data analysis involved coding, theme generation, and triangulation to ensure the credibility and validity of the findings. Results. The findings reveal that the teacher’s role as a facilitator is multidimensional, encompassing patience, respect, teacher–student relationships, humility, adaptive teaching strategies, structured lesson planning, motivational support, and collaborative learning facilitation. These dimensions operate as an integrated system that supports students’ cognitive, social, emotional, and moral development. The integration of Islamic values was also found to play a significant role in shaping meaningful learning interactions. Conclusion. This study proposes the Islamic Constructivist Facilitation Model, which conceptualizes teacher facilitation as a holistic process integrating constructivist learning, socio-cultural interaction, and value-based education. The findings highlight that effective facilitation extends beyond instructional practices to include relational, motivational, and moral dimensions, offering important implications for developing holistic teaching practices in elementary education.
Narratives of Play and Creativity: Preschool Teachers’ and Children’s Experiences in Fostering Fine Motor Creativity through Play-Based Learning Nunung Nuryati; Nelia Guswanti; Deden HMS; Elnawati Elnawati
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.v4i1.3502

Abstract

Background. Early childhood represents a critical period for the development of cognitive, emotional, social, and motor skills, with play serving as an essential context for learning and self-expression. Understanding the factors that contribute to children’s creativity, particularly fine motor creativity, is important for supporting holistic development in early childhood education.Purpose. This study aimed to examine the simultaneous contribution of playfulness, cognitive flexibility, emotional regulation, and social interaction to fine motor creativity in preschool children.Method. A correlational research design was employed with a sample of 120 children aged 4–6 years from several early childhood education centers. Standardized instruments and observational assessments were used to measure playfulness, cognitive flexibility, emotional regulation, social interaction, and fine motor creativity. The data were analyzed using Pearson correlation and multiple regression to determine both individual and combined effects of the predictor variables.Results. The findings indicated that playfulness, cognitive flexibility, emotional regulation, and social interaction were all significantly and positively associated with fine motor creativity. Multiple regression analysis revealed that these variables collectively explained 62% of the variance in fine motor creativity, with playfulness showing the strongest individual contribution.Conclusion. The results suggest that fine motor creativity develops through the integration of cognitive, emotional, and social processes rather than through isolated factors. These findings highlight the importance of play-based learning environments that promote imaginative engagement, flexible thinking, emotional regulation, and cooperative interaction. The study provides practical implications for early childhood educators, curriculum developers, and parents in designing holistic approaches that support creativity and motor skill development.
Narrating Minimal Data: Rethinking Cohort-Based GPA Prediction in Low-Resource Higher Education Contexts Berdinata Massang; Rolty Glendy Wowiling; Allin Junikhah; Firmanians Romula Tuerah; Andrew Nathanael Ratag; Febri Kurnia Manoppo
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.v4i1.3506

Abstract

Background. Student performance prediction has become a major topic in educational data mining and learning analytics. However, most previous studies rely on high-dimensional datasets such as attendance records, course-level grades, and learning management system logs, which are often unavailable in institutions with limited digital infrastructure. Purpose. This study aims to evaluate the feasibility of predicting student academic performance using minimal institutional data and to establish a practical baseline for machine learning implementation in low-resource higher education contexts. Rather than maximizing predictive accuracy, this research examines the lower boundary of predictive capability when only simple academic variables are available. Method. A quantitative descriptive–predictive design was applied to 355 student records from the Christian Religious Education Study Program at IAKN Manado, Indonesia. GPA values were categorized into four classes (Poor, Fair, Good, and Very Good). The dataset was split into 75% training and 25% testing subsets, and class imbalance was addressed using SMOTE. Four models were evaluated: Dummy Classifier, Decision Tree, Random Forest, and Neural Network (MLP). Performance was assessed using accuracy and 5-fold cross-validation. Results. The Dummy Classifier achieved an accuracy of 15.73%, establishing a realistic baseline under balanced class conditions. Decision Tree and Random Forest produced the highest accuracy at 46.06%, while the Neural Network achieved 40.44%. However, cross-validation results remained lower, indicating limited generalization and possible overfitting under minimal-feature conditions. Conclusion. This study shows that simple institutional data can still provide non-trivial predictive signals, but predictive performance remains moderate. The main contribution of this study lies in positioning minimal-data prediction as a baseline methodological framework for institutions with constrained academic datasets, rather than as a high-accuracy predictive solution.
Navigating Academic Storms: A Narrative Inquiry into Student Resilience and the Silent Power of Parental Attachment in Higher Education Dika Sahputra; Andika Fawri; Aisyah Amini; Mansor Abu Talib
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.v4i2.3507

Abstract

Background. The quality of parental closeness, characterized by trust, effective communication, and low levels of alienation, is considered a protective factor in fostering academic resilience Purpose. This study aims to analyze the determination of the quality of parental closeness on students’ academic resilience in an era of high academic pressure. Increasing academic demands, competition, and performance expectations require students to possess strong adaptive abilities in order to survive and achieve academic success. Method. This study employed a quantitative approach with a sample of 140 university students. Data were collected using a parental closeness scale and an academic resilience scale, and were analyzed using descriptive and inferential statistical techniques. Results. The results indicated that the quality of parental closeness was generally in the moderate to high category, with trust emerging as the most dominant dimension. Meanwhile, the level of students’ academic resilience was predominantly in the moderate category (56.429%), followed by the high category (37.143%), suggesting that most students have a fairly good capacity to cope with academic pressure. Conclusion. These findings indicate that the higher the quality of parental closeness, the stronger the students’ academic resilience. Supportive relationships provide a sense of security, emotional support, and psychological resources that help students manage stress and academic challenges in an adaptive manner.
Podcasts and Vlogs as Educational Tools: Exploring Digital Narratives in Teaching Baharuddin Baharuddin; Fatima Malik; Ahmed Shah
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.v4i1.3509

Abstract

Background. The rapid expansion of digital media has transformed educational practices, encouraging the integration of multimedia platforms into teaching and learning processes. Podcasts and vlogs have emerged as accessible and engaging digital narrative formats that enable educators and students to communicate knowledge through audio-visual storytelling. Despite their growing popularity, systematic empirical examination of their effectiveness as pedagogical tools remains limited. Purpose. This study aims to explore the effectiveness of podcasts and vlogs as educational tools in enhancing student engagement and learning outcomes.   Method. A mixed-methods research design was employed involving 72 undergraduate students divided into experimental and comparison groups. The experimental group participated in a six-week intervention integrating podcast and vlog production into course activities, while the comparison group received conventional instruction. Data were collected through engagement surveys, academic performance assessments, classroom observations, and semi-structured interviews. Results. Findings indicate that students engaged in podcast and vlog production demonstrated significantly higher levels of cognitive and emotional engagement, along with improved academic performance. Qualitative evidence revealed increased motivation, collaborative interaction, and enhanced communication skills. Conclusion. The study concludes that podcasts and vlogs function as effective digital narrative tools for enriching teaching practices and promoting meaningful learning in contemporary educational contexts.
Narratives of Performance Assessment-Based Competency Testing for Measuring Students' Programming Competencies Erwinsyah Simanungkalit; Jenny Sari Taringan; Mardhiatul Husna; Djames Siahaan
International Journal of Educational Narratives Vol. 4 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i3.3510

Abstract

Background. Programming competence is a fundamental skill for students in information technology education. Despite its importance, assessment practices continue to rely predominantly on theoretical examinations that inadequately represent students’ practical abilities to solve authentic programming problems. Purpose. This study aims to explore the narratives of performance assessment-based competency testing for measuring students’ programming competencies through an authentic and comprehensive assessment model that captures both learning processes and performance outcomes. Method. This study employed a quantitative approach using a quasi-experimental design supported by a literature review. Performance assessment narratives were developed from students’ competency test results using a structured rubric encompassing four dimensions: algorithm planning, code implementation, debugging, and program optimization. Results. The findings reveal narratives of students’ programming competency development that are more comprehensive than those generated through conventional assessment methods. The performance assessment model demonstrated greater accuracy in evaluating authentic programming competencies. Students achieved the highest performance in code implementation, whereas debugging and program optimization emerged as the primary challenges. Furthermore, the assessment narratives provided deeper insights into students’ critical thinking, problem-solving abilities, creativity, and the progression of their programming skills.   Conclusion. he narratives generated through performance assessment-based competency testing offer an authentic and effective evaluation framework for measuring students’ programming competencies. Beyond providing reliable evidence of learning outcomes, these narratives deliver meaningful feedback that supports continuous competency development and better prepares students to meet the professional demands of the information technology industry.
Teachers’ Lived Experiences and Readiness for Coding and AI Education: A Narrative Case Study from South Kalimantan Susanti Sufyadi; Sulistyo Rini; Lazaro Kumala Dewi; Adinda Sadilla; Muhammad Afriandy
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.v4i1.3511

Abstract

Background. The Indonesian government’s policy to introduce coding and artificial intelligence (AI) learning from primary to vocational education has raised critical questions about teacher readiness, particularly in regions outside Java where this dimension is still underexplored. Purpose. This study aims to: (1) map competency standards for teaching coding and AI; (2) analyze teachers competencies readiness; and (3) formulate contextual strategies for teacher capacity building. Method. Using a mixed method, this study involved six teachers from elementary, junior high, and vocational schools in South Kalimantan that have been appointed to implement coding and AI learning. Data were collected through in-depth interviews and questionnaires, then analyzed using the pattern matching analysis model of Vargas and the interactive model of Miles, Huberman, and Saldana. Results. Three key findings emerged: first, competency standards validated by experts. Second, teacher readiness was identified at an average of 74.24%, falling into the "ready" category, with the lowest achievement in professional competency at an average of 67.14%. Pattern matching analysis revealed two significant relationships: personal and social competency areas, which showed consistent correlations across all educational levels, drawing on interview data, indicating that teachers’ ethical motivation drives collaborative initiatives; and second, pedagogical and professional competency areas, which were identified as moving in tandem, indicating that subject matter mastery directly impacts the ability to design instruction. Based on this analysis, the third findings of this study yielded a three-stage teacher capacity development strategy: initial project-based training, ongoing development through professional learning communities, and ongoing mentoring. Conclusion. The primary contribution of this study lies in providing an empirically grounded and contextualized strategic framework for enhancing the capacity of coding and AI teachers also to the discourse on teacher readiness for digital transformation in education, particularly in underrepresented regions such as South Kalimantan
Epistemological Foundations of Multidisciplinary Islamic Religious Education: A Reading of Muhammad Abid al-Jabiri at the University Level Ulil Hidayah; Abdul Haris; Abdul Haris; Imro Atus Soliha; Benny Prasetiya
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.v4i2.3515

Abstract

Background. The increasing demand for knowledge integration in Islamic higher education has intensified discussions on the epistemological foundations of Multidisciplinary Islamic Religious Education (IRE). However, existing studies on Muhammad Abid al-Jabiri’s epistemological framework largely focus on its philosophical dimensions, with limited attention to its potential contribution to the reconstruction of contemporary Islamic educational paradigms. Purpose. This study aims to analyze the relevance of al-Jabiri’s epistemology and explore its contribution to the development of Multidisciplinary Islamic Religious Education in Islamic universities. Methods. Employing a qualitative library research design, the study utilized descriptive-analytical interpretation and thematic synthesis to examine primary and secondary sources related to bayani, irfani, and burhani epistemologies. Results. The analysis generated four major themes: (1) bayani epistemology as the normative foundation of Islamic education, (2) irfani epistemology as the ethical and spiritual dimension of learning, (3) burhani epistemology as the driver of scientific and multidisciplinary development, and (4) an integrative epistemological model for Multidisciplinary Islamic Religious Education. The literature synthesis indicates that the three epistemological traditions function in a complementary rather than competing manner. Bayani provides normative and theological grounding, irfani contributes ethical-spiritual depth, while burhani supports critical inquiry and scientific reasoning. Their interaction forms an integrative framework that bridges revelation, spirituality, and rational inquiry. This model further supports curriculum development, interdisciplinary learning, and research innovation within Islamic higher education institutions. Conclusions. Multidisciplinary Islamic Religious Education can be understood as an epistemological reconstruction effort that integrates religious and scientific knowledge. The study concludes that al-Jabiri’s epistemological framework offers a conceptual foundation for producing graduates who are intellectually competent, spiritually grounded, and socially responsible.

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