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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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Development and Validation of the Integrated Inquiry Blended Learning (IIBL) Model Supported by Smart Learning to Support 21st-Century Skills in Vocational Engineering Education: A Design-Based Research Study Irma Yulia Basri; Muhammad Giatman; Dony Novaliendry; Erni Marlina binti Saari; Riki Mukhaiyar; Ika Parma Dewi
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.v4i3.3592

Abstract

Background. The learning process in vocational engineering electronics still faces challenges such as low student literacy, limited face-to-face learning time, and the need for experiment-based instruction. Previous studies have generally examined inquiry-based learning, blended learning, and digital learning separately, with limited integration into a structured Smart Learning–supported instructional model. Smart Learning facilitates digital resources, online discussions, assignment management, and flexible blended learning activities. Purpose. This study aims to develop and validate the Integrated Inquiry Blended Learning (IIBL) model supported by Smart Learning in vocational engineering education. Method. A Design-Based Research approach was employed through iterative processes of analysis, design, development, implementation, and evaluation, including expert validation, practicality testing, and effectiveness testing. Validation instruments were analyzed using SEM-PLS to ensure construct validity, while practicality was measured through student and lecturer perception surveys. Effectiveness was evaluated across three implementation cycles through analyses of cognitive, psychomotor, affective, and 21st-century skills, supported by paired sample t-tests comparing pre- and post-test scores in control and experimental groups. Results. The IIBL model was construct-valid, with outer loadings above 0.70, AVE above 0.50, CR above 0.70, and HTMT below 0.90. Practicality evaluations by lecturers and students reached a very high category, while effectiveness testing showed significant improvements in students’ cognitive, psychomotor, affective, and 21st-century skills. Conclusion. The developed IIBL model provides a validated instructional framework integrating inquiry-based learning, blended learning, and Smart Learning support, contributing a structured IIBL syntax empirically validated through SEM-PLS and demonstrating potential to enhance students’ engagement, practical competencies, and 21st-century skills.
Determinants of Islamic Religious Education Learning and the Role of Islamic Religious Education Teachers in Fostering Students’ Social Awareness to Prevent Bullying in Schools Atika Nailah Syirva; Zaenal Arifin; Ahmad Badi'; Hanim Misbah
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.v4i1.3603

Abstract

Background. Bullying remains a serious problem in educational settings because it has a negative impact on students’ psychological well-being, character development, and the learning environment. Although various studies have examined bullying prevention, there are still few studies that integrate the intensity of Islamic Religious Education (IRE) instruction and the role of IRE teachers in fostering students’ social awareness as a means of preventing bullying, particularly at Al-Kamal Junior High School in Blitar. Purpose. This study aimed to analyze the contribution of the intensity of Islamic Religious Education learning and the role of PAI teachers in enhancing students’ social awareness in avoiding bullying behavior. Method. This study employed a quantitative approach with a correlational design. The population consisted of all 336 students of SMP Al-Kamal Blitar, with a sample of 50 students selected using a random sampling technique. Data were collected through questionnaires and analyzed using multiple linear regression and the coefficient of determination tests to examine both partial and simultaneous effects of the independent variables. Results. The findings revealed that both the intensity of Islamic Religious Education learning and the role of PAI teachers have a significant influence, both partially and simultaneously, on students’ social awareness in avoiding bullying. These results indicate that stronger learning intensity and active teacher involvement contribute positively to shaping students’ social sensitivity and behavior. Conclusion. This study highlights the importance of integrating structured PAI learning with the professional roles of teachers in preventing bullying through the development of students’ social awareness. It also offers theoretical contributions by reinforcing the integration of social learning theory, moral development theory, and Islamic education. Practically, it recommends strengthening character-based educational policies and encourages future research to adopt longitudinal or mixed-method approaches for more comprehensive insights.
Professional Relationship Development Through Nursing Care Delivery System Training in Nursing Education Aria Pranatha; Abdal Rohim; Khusnul Aini; Ranto Karyanto
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.v4i1.3606

Abstract

Background. However, a significant "theory-practice gap" persists, where nursing students often struggle to apply relational skills in complex clinical environments, potentially leading to medical errors and suboptimal care. Purpose. This study aims to evaluate the effectiveness of Nursing Care Delivery System (NCDS) training in enhancing these professional relationships among nursing students. Method. A quantitative approach with a quasi-experimental one-group pretest-posttest design was conducted on 60 nursing students selected via total sampling. Results. The findings revealed a statistically significant improvement in relational scores (t = -7.010, p = 0.000) with an average increase of 19.63% (N-Gain = 0.1964). Despite this positive shift, the results suggest that the training’s impact was not yet uniform across all participants. Conclusion. This study’s novelty lies in transforming the NCDS model from a technical task management tool into a holistic relational framework that integrates social dynamics and clinical roles.
Beyond the Code: Teachers’ Lived Experiences and Narrative Identities in the Age of Artificial Intelligence Reski P; Sang Putri Sidk; Muh. Herisman; Awaluddin Hasrin; Krim Ulwi
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.v4i3.3644

Abstract

Background. Artificial Intelligence (AI) has rapidly transformed twenty-first-century education, evolving from a supplementary tool into a central component of data-driven pedagogical ecosystems. Previous bibliometric studies have focused mainly on thematic trends or specific contexts, with limited integration of publication dynamics, collaboration networks, citation structures, and thematic evolution within a single framework. Existing studies also often cover publications only up to 2023 or 2024, leaving recent generative AI developments underexplored. Purpose. This study provides a comprehensive bibliometric analysis of AI research in education indexed in Scopus from 2008 to 2026, examining publication trends, collaborative networks, citation impact, and thematic evolution, with particular focus on the generative AI era. Method. A total of 1,094 journal articles were analyzed using Biblioshiny (Bibliometrix-R). Performance analysis and science mapping techniques assessed annual growth, scholarly impact, international collaboration, thematic evolution, and keyword network structures. Results. Findings reveal a 23.55% annual growth rate, with sharp acceleration after 2017 and peak productivity in 2025, averaging 35.28 citations per document and a 27.97% international co-authorship rate dominated by China and the United States. Thematic evolution shows a shift from conceptual discussions toward adaptive learning, machine learning, learning analytics, classroom implementation, and AI-based assessment. Conclusion. AI in education has evolved into a globally interconnected pedagogical paradigm, offering insights for future policy and responsible AI integration.
Constructing Industry-Ready Identities: A Narrative Study of TVET Students in Production Engineering Project-Based Learning Models Eko Indrawan; Bulkia Rahim; Jasman Jasman; Rizki Hardian Sakti; Rizky Ema Wulansari; Siti Afiat Jalil
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.v4i3.3646

Abstract

Background. The blistering working development of intelligent manufacturing technologies due to the Industry 4.0 level achievements has had a considerable impact on industrial practice, which generates an urgent demand among vocational graduates who can not only be highly qualified in their technical skills but also adapt to the new digital tools. Traditional methods of teaching Production Engineering and NC (Numerical Control) Programming also favor theory rather than practice leading to a disconnect between the theoretical content of classroom study and practical needs in the industry. Purpose. This research aims on creating and executing a Smart Manufacturing-Oriented Project-Based Learning (PBL) Model that will help to combine the real-world industrial problems with the latest technologies CNC simulation software and digital manufacturing instruments. Method. This study employs a Research and Developmet (R&D), with 68 students of vocational higher education who were taking Production Engineering and NC Programming courses as sample. Performance assessments, observational analysis, and feedback surveys were used to collect the data. Results. Findings indicate that the suggested model significantly enhanced the proficiency of students to learn and master NC programming, optimization of production workflow, and solve problems in the technology-saturated settings. There was also an improvement in collaboration, project management, and adaptation of smart manufacturing tools by students. The model ensures a closer alignment between student learning outcomes and industry performance requirement through smart technnology integration. To sum up, the Smart Manufacturing-Oriented PBL Model is an effective approach that helps to bridge the gap between the academic and the industrial community and develop industry-oriented skills and equip graduates with the requirements of digitalized manufacturing industries. Conclusion. This study provides a flexible and generalizable model of applying smart manufacturing concepts to the technical education in order to make graduates more employable in the dynamic industrial environment.
The Kiai’s Life Stories: A Narrative Inquiry into Fostering Inclusive Character within Pesantren Education Moh. Irmawan Jauhari; Atika Nailah Syirva; Miftahus Salam; Burhan Djamaluddin; Ainus Sicha; Badrus Badrus; M. Khamim; Zamah tus Saudah Al Farisi
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.v4i3.3647

Abstract

Background. Inclusive character development in pesantren education is increasingly important amid concerns over declining social tolerance and diversity awareness among students. Limited scholarly attention has addressed how informal kiai teachings are systematically integrated into formal educational structures to shape santri values. Purpose. This study analyzes the values embedded in kiai's teachings and examines the patterns through which these values are incorporated into formal pesantren education to strengthen inclusive character formation among santri at Pondok Pesantren Terpadu Al-Kamal Blitar. Method. A qualitative case study approach was employed. Data were collected through in-depth interviews with kiai, teachers, and santri, participatory observations over three months, and analysis of curriculum documents, religious study materials, and institutional regulations. Data were analyzed through reduction, categorization, interpretation, and triangulation to ensure validity. Results. Kiai’s teachings emphasize religious moderation, tolerance, social justice, empathy, exemplary conduct, and concern for others. These values are integrated into formal education through several patterns: curriculum contextualization, open tafsir study sessions, exemplary leadership, inclusive pesantren culture, and value habituation in daily activities, shaping santri who are moderate, socially aware, and open to diversity. Conclusion. The study positions kiai's teachings not merely as informal moral guidance but as a systematic framework for curriculum development, pedagogy, institutional culture, and inclusive character formation
Teaching the Machine, Narrating the Self: Teachers’ Lived Experiences in Implementing IoT-Based Transformative Learning Arfanda Anugrah Siregar; Tongam E Panggabean; Erwinsyah Simanungkalit; Muhammad Hizbullah Rais Siregar
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.v4i2.3648

Abstract

Background. Gas leaks in households pose severe risks of explosion and poisoning. Conventional detection methods often lack the responsiveness required for early prevention, necessitating more modern, IoT-based monitoring systems. Purpose. This study aims to develop and evaluate an IoT-based learning model through a gas leak detection system integrated with Telegram API to enhance both environmental safety and student digital literacy. Method. This experimental research was conducted over a sixteen-week period. The system was designed using an MQ-2 gas sensor and a NodeMCU ESP8266 microcontroller. The methodology involved four stages: system design, device implementation, performance testing across varying gas concentrations (120–800 ppm), and pedagogical evaluation of the learning model's impact on students' technical competencies. Results. Technical testing demonstrated that the system is highly responsive, with an average notification delay of 2 to 5 seconds depending on gas density. At dangerous levels (600–800 ppm), the system consistently achieved a rapid 2-second response time with a 100% notification success rate via Telegram. Conclusion. The study’s novelty lies in its dual-purpose framework, which functions not only as a high-precision safety tool but also as a structured pedagogical medium that bridges the gap between theoretical IoT concepts and practical environmental responsibility.  
Exploring Narrative Inquiry in Education: Personal and Social Learning Transformation Alimin Alimin; Safiullah Aziz; Hunaidah Hunaidah
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.v4i1.3656

Abstract

Background. Narrative inquiry has gained increasing attention in educational research as a methodological approach that captures lived experiences and meaning-making processes. However, its role in facilitating both personal and social learning transformation remains underexplored in systematic empirical studies, particularly those integrating qualitative depth with measurable outcomes. Purpose. This study aims to investigate how narrative inquiry contributes to transformative learning by examining the interplay between individual reflection and social interaction within a faculty of education context.   Method. Grounded in a constructivist-interpretivist paradigm, this research employed a qualitative narrative inquiry design involving twenty-four participants (18 undergraduate students and 6 teacher-educators) at a public university. Results. The findings reveal that narrative inquiry fosters transformative learning through three interconnected processes: reflexive self-reconstruction, empathetic engagement with others’ experiences, and the co-construction of shared meanings. Conclusion. Narrative inquiry serves as a pedagogical catalyst for personal and social transformation, rather than a merely descriptive method. The study’s novelty lies in providing empirical evidence that narrative engagement functions as an active developmental mechanism where personal reflection and social growth are mutually reinforcing. Ultimately, this approach humanizes educational practices by bridging the gap between individual biography and professional trajectory.
Using Cultural Narratives to Enhance Identity and Tolerance in Multicultural Classrooms Firmansyah Yunialfi Alfian; Ary Meizari Alfian; Ita Fionita
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.v4i1.3657

Abstract

Background. Multicultural classrooms present both opportunities and challenges in fostering inclusive identities and tolerance among students from diverse cultural backgrounds. While educational systems are increasingly expected to promote social cohesion, conventional instructional approaches often emphasize cognitive knowledge of diversity over affective engagement. This gap is urgent, as rising social polarization and ethnic fragmentation in globalized societies demand pedagogical interventions that go beyond superficial diversity awareness to address deep-seated identity negotiation. Purpose. This study aims to examine the effectiveness of using cultural narratives as a pedagogical strategy to enhance students’ identity awareness and tolerance. By exploring narrative engagement, this research provides a practical framework for educators to solve the broader problem of social exclusion and prejudice in diverse school environments.   Method. The research investigates whether structured narrative engagement can influence both attitudinal and relational dimensions of cross-cultural competence. A mixed-methods quasi-experimental design was implemented involving 120 secondary school students divided into experimental and control groups. Results. Findings indicate statistically significant improvements in tolerance levels and identity clarity among students exposed to cultural narratives (p < 0.05). Qualitative data reveal increased empathy and reduced stereotypical perceptions. Conclusion. The study concludes that cultural narratives constitute an effective, evidence-based approach for strengthening inclusive identity formation and promoting tolerance in multicultural educational settings.
Exploring Inclusive Education through Narratives: Addressing Challenges for Special Needs Students Netty Huzniati Andas; Jamil Khan; Rafiullah Amin
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.v4i1.3658

Abstract

Background. Inclusive education is a critical framework that aims to integrate students with special needs into mainstream classrooms. Despite its significance, students with special needs often encounter barriers that hinder their academic and social development. These challenges are multifaceted, encompassing physical, emotional, and educational obstacles. Purpose. This study explores the role of narratives in inclusive education, specifically addressing the challenges faced by students with special needs. By examining the stories of these students, the research aims to highlight how narrative sharing can contribute to overcoming barriers and fostering an inclusive, supportive learning environment. Method. A qualitative research design was employed, using semi-structured interviews, focus group discussions, and narrative diaries to collect data from 30 students with special needs and 15 teachers. Thematic analysis was applied to identify key themes that emerged from the narratives shared by participants. Results. The findings indicate that narrative sharing enhances emotional engagement, reduces stigma, and promotes a sense of belonging among students with special needs. Teachers and peers demonstrated greater empathy, and students with special needs showed increased academic and social participation Conclusion. The study emphasizes the transformative potential of narrative-based practices in inclusive education, contributing to the empowerment of both students and educators.

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