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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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Developing the GEN-V Startup Ecosystem: An AI-Driven Integration of Multidisciplinary Learning in Vocational High School Ali Basyah; Waras Kamdi; Purnomo Purnomo; Tuwoso Tuwoso; Razali Hassan
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.v4i2.3520

Abstract

Background. Traditional vocational education often operates in “silos,” where subjects are taught in isolation, hindering students' ability to integrate diverse competencies into real-world work scenarios. Purpose. This study develops and evaluates the “GEN-V” startup ecosystem an innovative pedagogical model designed to integrate 13 subjects through an AI-driven digital startup project for vocational high school students. Method. Utilizing a Research and Development (R&D) approach with the ADDIE model, this study involved 95 students from three classes (XII DKV 1, 2, and 3) at SMK Negeri 1 Mojokerto, organized into 18 startup teams. Each team was structured into six specialized roles: Chief Executive Officer (CEO), Chief Product Officer (CPO), Chief Marketing Officer (CMO), Chief Financial Officer (CFO), Chief Technology Officer (CTO), and Chief Content Officer (CCO). Data were collected through a centralized project management dashboard, an 8-week startup sprint observation, and multidisciplinary evaluations from a panel of 14 teacher-mentors. Results. The findings demonstrate that the GEN-V ecosystem effectively synchronized multidisciplinary tasks. The “Traffic Light” monitoring system evidenced a 95% task completion rate across all specialized departments. Furthermore, the strategic integration of Google Gemini AI significantly accelerated content production and financial modeling, enabling teams to achieve realistic Break-Even Point (BEP) projections and market validation within a condensed timeframe. Conclusion. The GEN-V ecosystem serves as a transformative learning model that successfully dismantles subject barriers. By fostering AI-human collaboration and disciplined project management, it effectively prepares vocational students for the complexities of the digital startup industry.
Integrating Qur’anic Values Through Da’wah Interpretation: Reframing the Islamic Education Curriculum for Generation Z’s Moral Challenges Mashud Mashud; Rudi Trianto; Cecep Soleh Kurniawan; Moh. Syahri Sauma
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.v4i2.3523

Abstract

Background. The moral crisis of Generation Z in the digital era is shaped by the interaction of cultural globalization, algorithmic media exposure, fragmented religious authority, and weak value internalization in conventional Islamic education. These conditions require a curriculum framework that can translate Qur’anic values into ethical reasoning, communicative practice, and digital responsibility. Purpose. This study analyzes how da’wah-oriented tafsir can serve as a foundation for an Islamic education curriculum that responds to the moral challenges of Generation Z. It also formulates a conceptual model for integrating Qur’anic values into curriculum design, pedagogy, institutional culture, and authentic assessment. Method. The study employs a qualitative, PRISMA-informed systematic literature review of peer-reviewed publications from 2020 to February 2026. Searches were conducted in Scopus, DOAJ, Google Scholar, Crossref, Garuda, and Dimensions using keywords related to tafsir, da’wah, Islamic education curriculum, Generation Z, digital literacy, and moral education. Forty-six core studies were synthesized through thematic content analysis. Results. The synthesis indicates that da’wah-oriented tafsir can strengthen Islamic education through five interrelated components: thematic and maqasid-based interpretation, communicative da’wah pedagogy, participatory and problem-based learning, critical digital literacy, and institution-wide habituation of Qur’anic values. The proposed model positions tafsir not merely as text explanation but as a transformative curriculum logic. Conclusion. Da’wah-oriented tafsir offers an adaptive and ethically grounded foundation for Islamic education in the digital era. Its contribution lies in connecting Qur’anic interpretation, da’wah communication, and curriculum practice to support moral reasoning, religious moderation, social responsibility, and digital da’wah competence among Generation Z.
Narrating Conservatism: Islamic Discourse and Its Role in Shaping Social and Educational Values in Indonesia Syafruddin Syafruddin; Syamsul Arifin; Husnatul Mahmudah
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.v4i2.3524

Abstract

Background. The increasing visibility of conservative Islamic expressions in Indonesia reflects broader socio-religious transformations shaped by globalization, democratization, and digital media expansion. Rather than a purely ideological shift, this phenomenon involves the construction and circulation of religious narratives that influence social and educational values. Purpose. This study aims to examine how conservative Islamic narratives are constructed and to analyze their roles and impacts within social and educational contexts in Indonesia. Method. This study employs a qualitative approach using a systematic literature review. Relevant academic sources were critically analyzed through a thematic synthesis, integrating perspectives from critical discourse analysis and social construction theory to explore how religious meanings are produced, disseminated, and internalized. Results. The findings reveal that conservative Islamic narratives are constructed through key discursive strategies, including textual literalism, moral polarization, and the reinforcement of religious authority. These narratives contribute to moral formation, identity consolidation, and social cohesion, but may also generate exclusivism, reduced dialogical engagement, and social polarization, particularly in digitally mediated environments. Conclusion. The study concludes that Islamic conservatism should be understood as a dynamic and contested narrative process. Religious moderation (wasathiyah) is proposed as a strategic counter-narrative that promotes balance, inclusivity, and contextual interpretation, particularly within educational settings. The study also offers a conceptual model linking socio-historical drivers, narrative construction, and social-educational impacts.
The Influence of Principals’ Managerial Competence, Madrasah Culture, and Teachers’ Work Discipline on the Quality of Islamic Primary Schools Farah Amalia; Senowarsito Senowarsito; Harto Nuroso; Aditi Verma
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.v4i2.3525

Abstract

Background. The quality of Madrasah Ibtidaiyah is a crucial indicator of the effectiveness of Islamic basic education in producing academically competent students with strong character. Improving madrasah quality requires the optimization of internal organizational factors, particularly managerial leadership, institutional culture, and teacher professionalism. However, variations in educational outcomes across madrasahs indicate that these factors may not contribute equally to institutional performance. Purpose. This study aims to examine the influence of principals’ managerial competence, madrasah culture, and teachers’ work discipline on the quality of Madrasah Ibtidaiyah in Guntur District, Demak Regency, both partially and simultaneously. Method. This research employed a quantitative ex post facto correlational design. The population consisted of 141 teachers and principals, with a sample of 105 respondents selected using proportional random sampling. Data were collected through Likert-scale questionnaires and analyzed using descriptive statistics and multiple linear regression, preceded by tests of validity, reliability, and classical assumptions. Results. The findings revealed that all variables were in the good to very good category. Teachers’ work discipline had the strongest positive and significant effect on madrasah quality, followed by madrasah culture. Principals’ managerial competence did not show a significant partial effect when tested simultaneously with other variables. However, the three independent variables together significantly influenced madrasah quality, with a coefficient of determination of 0.908, indicating that 90.8% of the variance in quality could be explained by the model. Conclusion. The quality of Madrasah Ibtidaiyah is primarily determined by operational factors directly related to teaching practice, especially teacher discipline and institutional culture, while managerial competence functions as a supporting factor that shapes the organizational environment. Improving madrasah quality therefore requires an integrated approach focusing on strengthening professional discipline, positive organizational culture, and effective leadership.
Teachers Job Satisfaction Through Narrative Experiences: The Role of Engagement, Emotional Intelligence, and Conflict Management Susi Erviana; Ghufron Abdullah; Qristin Violinda; H. K. L Alvarez
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.v4i2.3526

Abstract

Background. Teacher job satisfaction is essential for improving instructional quality and school performance. It is influenced by teacher engagement, emotional intelligence, and conflict management. Low satisfaction can reduce motivation and performance. However, prior studies often examine these factors separately, and empirical evidence in Indonesian junior high schools remains limited. Purpose. This study aims to examine the influence of teacher engagement, emotional intelligence, and conflict management on junior high school teachers’ job satisfaction in Kajen District, Pekalongan Regency, both partially and simultaneously. Method. This research employed a quantitative approach with an explanatory survey design. The population consisted of all junior high school teachers in Kajen District, with a sample of 123 respondents selected using proportional random sampling. Data were collected through a five-point Likert-scale questionnaire. Data analysis was conducted using simple and multiple linear regression after fulfilling the classical assumption tests. Results. The findings revealed that teacher engagement, emotional intelligence, and conflict management each had a positive and significant effect on teachers’ job satisfaction. Teacher engagement emerged as the most dominant factor, followed by emotional intelligence and conflict management. Simultaneously, the three variables had a very strong influence on job satisfaction, explaining 79.1% of its variance. Conclusion. Teachers’ job satisfaction is the result of the interaction between psychological and organizational factors. Therefore, efforts to improve job satisfaction should adopt a comprehensive approach that includes strengthening teacher engagement, developing emotional intelligence, and enhancing conflict management skills to support the improvement of educational quality.
Narrating Teacher Commitment: Exploring Organizational Citizenship Behavior through Transformational Leadership, Resilience, and Work Engagement in Indonesian Schools Ida Solowati; Ghufron Abdullah; Qristin Violinda; Amel Baussaidi
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.v4i2.3527

Abstract

Background. Organizational Citizenship Behavior (OCB) of teachers is crucial for enhancing school effectiveness, collaboration, and overall educational quality, as it reflects voluntary behaviors beyond formal job requirements. However, OCB is influenced by various organizational and individual factors, including leadership style, psychological resilience, and work engagement. Purpose. This study aimed to analyze the influence of transformational leadership, teacher resilience, and work engagement on Organizational Citizenship Behavior among teachers of State Junior High Schools in North Pekalongan District, Pekalongan City. Method. A quantitative approach with a survey design was employed. The study involved 115 teachers selected as respondents from the population of public junior high school teachers in the district. Data were collected using structured questionnaires that had been tested for validity and reliability. The data were analyzed using descriptive statistics and multiple linear regression to examine both partial and simultaneous effects of the independent variables on OCB. Results. The findings revealed that transformational leadership, teacher resilience, and work engagement each had a positive and significant effect on teachers’ OCB. Transformational leadership was identified as the most dominant predictor, followed by teacher resilience and work engagement. Simultaneously, the three variables explained a substantial proportion of variance in OCB, indicating that both organizational leadership and psychological factors play important roles in shaping teachers’ extra-role behaviors. Conclusion. Improving teachers’ OCB requires an integrated strategy that strengthens transformational leadership practices, enhances teacher resilience, and promotes higher work engagement. These results highlight the strategic importance of effective leadership and teacher well-being in fostering organizational effectiveness in educational institutions.
From Mud to Megabytes: A Narrative Journey of Digital Transformation and Data Management Resilience at SD Negeri Tambakrejo 03 Semarang Wisnu Yuli Setianingsih; Nurkolis Nurkolis; Muhammad Prayito; Waewalee Waewchimplee
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.v4i3.3530

Abstract

Background. Digital transformation requires schools to manage information efficiently and securely. However, many elementary schools still rely on fragmented paper-based records that are vulnerable to loss and damage. At SD Negeri Tambakrejo 03 Semarang, recurring floods exposed the fragility of conventional data management and highlighted the need for a more resilient digital solution. Purpose. This study aimed to develop the Pusporejotiga application as an integrated platform for school data management and to evaluate its feasibility, practicality, and effectiveness. Method. This study employed a Research and Development (R&D) approach using the Borg and Gall model. The research involved the principal, teachers, and administrative staff. Data were collected through interviews, observations, questionnaires, and documentation and analyzed using qualitative and quantitative techniques. Results. The Pusporejotiga application achieved a feasibility score of 90%, indicating that it was highly suitable for implementation. User evaluations produced an average practicality score of 4.46 out of 5, demonstrating a very high level of usability. The average effectiveness score increased from 53.8 before implementation to 89.0 after implementation, representing a 65.4% improvement. The application improved data accessibility, information organization, reporting efficiency, and data security while reducing administrative workload. It also transformed a context characterized by document vulnerability and fear of data loss into a model of digital resilience. Conclusion. The Pusporejotiga application effectively supports digital transformation and strengthens organizational resilience. The model provides a practical framework for protecting educational data and improving administrative performance, particularly in schools facing environmental risks such as flooding.
Stories of the Pure Heart: A Narrative Approach to Integrating Sufism into Integrity and Anti-Corruption Learning Designs Akhmad Hasan Saleh; Trisnawati Trisnawati; Krim Ulwi
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.v4i2.3571

Abstract

Background. Corruption remains a persistent challenge in public governance, undermining institutional integrity, social justice, and public trust. Existing anti-corruption policy evaluations mainly emphasize legal compliance and administrative control, while often neglecting the moral and spiritual dimensions that shape individual behavior. This study introduces a Sufi-based perspective by integrating tazkiyat al-nafs (self-purification) into anti-corruption policy evaluation, an element largely absent from conventional evaluation models. Purpose. This study aims to develop a Sufi-based conceptual framework for evaluating anti-corruption policy by integrating spiritual ethics with integrity education. Method. This research employs a qualitative approach using library research. The literature selection criteria include: (1) classical and contemporary Sufi texts explicitly discussing self-ethics; (2) public policy and anti-corruption evaluation literature from the last two decades; and (3) value-based integrity education studies. Thematic analysis was conducted by examining relationships among key Sufi concepts (tazkiyat al-nafs, ihsan, muraqabah, akhlaq al-karimah) and linking them to policy evaluation indicators such as compliance, effectiveness, and behavioral sustainability. Results. The findings show that integrating Sufi spiritual ethics into integrity education provides a more holistic framework for evaluating anti-corruption policies. The proposed framework can be operationalized through three levels of evaluation: (1) process indicators, including the frequency of muraqabah-based ethical reflection in staff development programs; (2) output indicators, reflected in improvements in akhlaq al-karimah within performance assessments; and (3) impact indicators, measured through reductions in integrity violations associated with weak spiritual self-awareness. This approach extends conventional evaluation beyond institutional effectiveness and regulatory compliance by emphasizing ethical awareness, character formation, and moral transformation. Conclusion. The study proposes a Sufi-based evaluation framework that bridges procedural and spiritual dimensions in anti-corruption policy. The framework offers both theoretical and practical contributions by integrating spiritual-ethical indicators into policy evaluation and integrity development programs, particularly within governance systems in Muslim-majority societies.
Student Narratives on the Use of Artificial Intelligence to Enhance Creativity and Academic Writing Skills Desy Liliani Husain; Rahayu Rahayu; Hanna Hanna
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.v4i3.3574

Abstract

Background. The increasing integration of artificial intelligence (AI) into higher education has transformed students' approaches to learning, particularly in academic writing. While previous studies have primarily examined the effectiveness of AI-assisted writing, limited attention has been given to students' own narratives and lived experiences regarding how these technologies shape their creativity, confidence, and writing practices. Purpose. This study explores student narratives on the use of artificial intelligence tools to enhance creativity and academic writing skills. Specifically, it examines how undergraduate students at Halu Oleo University, Kendari, Southeast Sulawesi, describe their experiences of using AI writing tools in academic writing courses, focusing on idea generation, writing organization, language improvement, creative engagement, and self-confidence. Method. This study employed a qualitative narrative approach involving fifteen undergraduate students enrolled in an Academic Writing course. Data were collected through in-depth semi-structured interviews and analysis of students' reflective writing samples. Results. The findings reveal that students consistently described AI tools as valuable learning companions that facilitated idea generation, improved text organization, refined language quality, and strengthened confidence throughout the writing process. Their narratives also demonstrated increased creative engagement and greater willingness to revise and develop academic texts.   Conclusion. Student narratives suggest that artificial intelligence can serve as a meaningful pedagogical resource for enhancing creativity and academic writing skills when integrated within a supportive instructional framework. The findings emphasize that AI should complement rather than replace students' critical thinking and creative processes.
The An Autoethnographic Narrative of Institutional Resilience: Ma’had Aly Nurul Qodim within the National Education System Imro Atus Soliha; Abdul Haris; Ulil Hidayah; Benny Prasetiya; Sohirin Mohammad Solihin
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.v4i2.3575

Abstract

Background. This study examines the institutional resilience of Ma’had Aly Nurul Qodim as a form of pesantren-based higher education amid inconsistencies within Indonesia’s national education system. Despite receiving formal legal recognition, Ma’had Aly continues to face significant challenges related to administrative legitimacy, accreditation, and limited affirmative state support. Purpose. This study aims to analyze how Ma’had Aly Nurul Qodim maintains institutional resilience while navigating structural constraints within the national higher education system. Methods. This research employed a qualitative case study approach combined with autoethnographic techniques. Data were collected through semi-structured interviews with institutional leaders, lecturers, and students, supported by direct observation and document analysis. Data were analyzed using thematic qualitative procedures to identify patterns of institutional resilience and adaptation. Results. The findings reveal that Ma’had Aly Nurul Qodim sustains its institutional resilience through adaptive governance, human resource development, institutional innovation, and strategic use of technology. This resilience is influenced not only by external policy environments but also by internal cultural resources such as collective ethos, social capital, and service-oriented values. However, structural limitations remain, including restricted access to state funding and incomplete integration into the national higher education system, which may affect long-term sustainability. Conclusions. The study concludes that institutional resilience in Ma’had Aly is shaped by the interaction between internal cultural strength and external policy constraints. It contributes to the discourse on higher education resilience by offering insights into how community-based institutions negotiate structural challenges while preserving their epistemological identity.

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