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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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Integrating Human Resource Management and Islamic Leadership to Improve Civil Servant Performance Zulkifli Zulkifli; Thamrin Kamal; Julhadi Julhadi; Syafnan Syafnan; Ramza Fatria Maulana
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.v4i4.3661

Abstract

Background: The performance of State Civil Apparatus (ASN) in religious-based public institutions requires an integrated approach that combines professional human resource management with Islamic leadership values. Initial observations at the Office of the Ministry of Religious Affairs, Solok Regency, revealed gaps in competency, discipline, and service quality. Purpose: This study aims to analyze the integration of human resource management and Islamic leadership in improving ASN performance, with work motivation as a mediating variable. Method: A quantitative correlational approach with a survey method was employed. A sample of 244 ASN was selected from a population of 769 using Slovin’s formula and simple random sampling. Data were collected using a Likert-scale questionnaire and analyzed using Structural Equation Modeling (SEM) based on AMOS 26. Results: The findings indicate that HRM has a positive and significant effect on work motivation (? = 0.412; p < 0.001) and ASN performance (? = 0.287; p = 0.002). Islamic leadership also positively and significantly affects work motivation (? = 0.356; p < 0.001) and ASN performance (? = 0.294; p = 0.003). Work motivation significantly influences ASN performance (? = 0.478; p < 0.001) and serves as a partial mediator in both relationships, with mediation proportions of 40.7% and 41.0%, respectively. Conclusion: The integration of effective HRM and strong Islamic leadership significantly enhances ASN work motivation and performance. This model proves empirically valid for fostering professional, integrity-driven, and spiritually grounded public services within the Ministry of Religious Affairs. Strengthening merit-based HR systems and Islamic leadership qualities such as trustworthiness, justice, deliberation, and role-modeling is essential for sustainable ASN performance improvement.
Heterogeneity of Bullying Roles Among Indonesian Adolescents: A Latent Profile Analysis Umdatul Khoirot; Fahmi Dzikrullah; Fuji Astutik; Elok Faiz Fatma El Fahmi; Sinfi Hamidah Fiaunillah
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.v4i3.3663

Abstract

Background. Bullying represents a multifaceted and heterogeneous social phenomenon. Purpose. Within this context, the present study seeks to identify the heterogeneity of student involvement in bullying situations through latent profile analysis (LPA). Method. Data were collected from 847 junior and senior high school students in East Java, aged 12 to 18 (M=15.01, SD=0.81). The measurement utilized five indicators of roles in bullying: perpetrator, accomplice, victim, defender, and bystander (passive observer). Latent class analysis was conducted using the Python programming language via Google Colaboratory, taking into account model fit indices such as the Akaike Information Criterion (AIC), Bayesian Information Criterion (BIC), entropy values, and minimum class size. Results. As a result of this analysis, Latent class analysis successfully identified six profiles (entropy value=0.779): two profiles involving active participation in bullying (Profile 1 – aggressor-reinforcer at 11%, Profile 5 – pure bully at 12.2%); three normative profiles with low to no involvement (Profile 2 – normative low involvement at 14.5%, Profile 3 – Truly Normative at 25.7%, Profile 4 – Normative Non-Involved at 22.9%), and Profile 6 (Victim-Outsider), which has a prevalence of 13.7% and is characterized by high levels of victimization and passive responses. Conclusion. These findings indicate that the role of bullying can manifest in diverse forms. This study underscores the importance of understanding bullying as a heterogeneous phenomenon based on profiles and supports the development of more specific, student-needs-based bullying interventions.
Collaborative Stories of Soul-Nurturing: A Narrative Inquiry into How Counselors and Islamic Education Teachers Foster Spiritual Intelligence Asmidaryani Asmidaryani
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.v4i2.3664

Abstract

Background. The development of students’ spiritual intelligence is a fundamental objective of holistic Islamic education because it integrates moral, psychological, and religious dimensions into personal growth. Previous studies have addressed spiritual formation through Guidance and Counseling (GC) or Islamic Education (IE) separately, resulting in fragmented implementation. The lack of systematic collaboration between GC and IE teachers creates a gap in fostering self-awareness, transcendence, meaning-making, and moral behavior. Purpose. This study aims to develop and examine an integrated spiritual development model based on collaboration between GC and IE teachers in enhancing students’ spiritual intelligence. Methods. This study employed an experimental design using a pre-test and post-test control group approach. Sixty students from an Islamic secondary school were divided into experimental and control groups through cluster sampling. The experimental group received the integrated model intervention, while the control group followed conventional instruction. Data were collected using a validated spiritual intelligence questionnaire and classroom observations. Reliability testing showed Cronbach’s alpha above 0.80. Data were analyzed using paired and independent sample t-tests at p < 0.05. Results. Findings show that the experimental group experienced significant improvement in spiritual intelligence compared to the control group. The integrated model enhanced self-awareness, meaning-making, transcendence, and moral behavior. Inferential analysis confirmed significant differences between pre- and post-test scores and between groups. Conclusions. The integrated collaboration model between GC and IE teachers is effective in improving students’ spiritual intelligence. It contributes to holistic Islamic education by bridging counseling and religious instruction and offers practical implications for character education development.
Little Merchants, Big Questions: Narrative Accounts of Early Childhood Scientific Attitudes in a Traditional "Market Day" Activity Asrul Faruq; Raharjo Raharjo; Sofa Muthohar; Rusi Novi Safitri; Izdihar Syifa Cahyani; Wan Khairul Aiman Wan Mokhtar
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.v4i3.3665

Abstract

Background. Developing scientific attitudes in early childhood is important for fostering curiosity, critical thinking, problem-solving, and exploratory learning. However, learning practices in many early childhood education settings still tend to be teacher-centered, limiting children’s opportunities to engage in meaningful experiential learning. Previous studies have discussed scientific learning through experiments and play-based activities, yet research on the use of “Market Day” activities to develop scientific attitudes remains limited. Therefore, further research is needed to explore how Market Day activities can support scientific attitude development in early childhood education. Purpose. This study aims to examine how traditional market-themed “Market Day” activities facilitate the development of scientific attitudes among early childhood students, particularly through children’s participation in contextual learning processes. Method. This study employed a qualitative approach using a descriptive case study method. Participants were selected purposively and consisted of children in Groups A and B aged 5–6 years, classroom teachers, and the principal at Istiqomah Loning Petarukan Pemalang Kindergarten. Data were collected through observations, interviews, and documentation. Data validity was ensured through source and technique triangulation, while data analysis used the interactive model of Miles, Huberman, and Saldana. Results. The findings revealed that Market Day activities implemented through a Project-Based Learning (PjBL) approach and role-playing methods supported the development of children’s scientific attitudes. Children demonstrated curiosity, observation, questioning behavior, simple logical thinking, and communication skills through activities such as exploring goods, identifying prices, negotiating, counting money, and solving problems during transactions. The activity also promoted honesty, responsibility, numeracy skills, and early financial literacy. Conclusion. This study contributes theoretically by showing that Market Day activities can support the development of scientific attitudes through contextual and experiential learning. Practically, the findings suggest that traditional market-themed Market Day activities can be used by teachers as an effective strategy for fostering scientific attitudes and social skills in young children.
Open and Distance Learning in Early Childhood and Child Education: A Preliminary Systematic Mapping Review of Trends, Themes, and Research Gaps Sulvia Fery Hanry Tondowala; Jacob Da Silva Araujo
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.v4i2.3672

Abstract

Background. Open and distance learning has become increasingly significant in early childhood and child education, particularly following the rapid expansion of online and remote instruction during the COVID-19 pandemic. Nevertheless, research in this domain remains fragmented across diverse contexts, including early childhood education, primary education, teacher education, parental support, caregiver involvement, and child-focused digital learning services. Purpose. This study sought to provide a preliminary systematic mapping of publication trends, dominant themes, and research gaps in open and distance learning within early childhood and child education contexts. Method. A preliminary systematic mapping review was conducted, guided by the PRISMA 2020 reporting framework. Following screening and eligibility assessment, 18 studies were included in the final synthesis and analyzed descriptively and thematically. Results. Publications increased markedly during 2020 and 2021, reflecting the influence of pandemic-related school closures. Seven dominant themes emerged: online learning readiness, learner satisfaction and perception, tutorial and pedagogical quality, teacher or tutor competence, institutional support, parental and caregiver involvement, and child-focused digital learning support. The findings indicate that young children's digital learning requires adult mediation, age-appropriate instructional design, institutional readiness, and sustained school–home collaboration. Conclusion. Open and distance learning constitutes an educational ecosystem shaped by pedagogy, access, interaction, and institutional capacity, rather than mere technology-based content delivery. Persistent gaps include limited longitudinal evidence, underdeveloped research on family mediation, scarce child-centered design studies, and the absence of an integrated conceptual framework.
Integration of the Thuma'ninah Concept in the Elementary Education Curriculum in the 21st Century Digital Era as an Antithesis to the Popcorn Brain Phenomenon within Digital Generation Narratives Munisa Munisa; Sri Maryati; Basir Jarah Anilon; Sri Ratu Ratna Intan; Linda Ardiya Waroka
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.v4i3.3684

Abstract

Background. Rapid technological development has significantly reshaped elementary students' learning habits, increasing their exposure to instant digital stimuli. Recent educational and psychological studies have highlighted growing concerns that excessive digital engagement contributes to shorter attention spans, impulsive thinking, emotional dysregulation, and dependence on immediate gratification. These trends threaten students' capacity for deep learning, reflective thinking, and character development, making it urgent to identify educational approaches that foster emotional balance and sustained attention. Purpose. This study aims to analyze the integration of the concept of thuma'ninah as a spiritual value into the elementary education curriculum as an alternative response to the popcorn brain phenomenon, contributing to the development of character-based education that enhances students' emotional stability, self-regulation, and learning engagement in the digital era. Method. This study employed a qualitative research design using a literature review approach. Data were collected and analyzed from relevant scientific publications in the fields of Islamic education, educational psychology, curriculum studies, and digital technology's influence on child development. Results. The review demonstrates that thuma'ninah, characterized by inner peace, reflective awareness, emotional stability, and self-control, can be systematically integrated into elementary education through the reinforcement of worship practices, structured reflective learning activities, and Islamic mindfulness-based instructional strategies. Consistent with previous studies on mindfulness and social-emotional learning, these approaches contribute to improved concentration, emotional regulation, learning engagement, and resilience against the negative cognitive effects associated with excessive digital stimulation. Conclusion. The integration of the concept of thuma'ninah into the elementary education curriculum represents a relevant and effective strategy for addressing the challenges posed by the popcorn brain phenomenon. It not only supports students' cognitive focus and emotional well-being but also contributes to developing morally grounded, reflective, and digitally resilient learners.
First-Year Students’ Narratives on Generative AI-Based Feedback and Cognitive Engagement Nuraeni Novira; Amrah Kasim; Andi Abdul Hamzah; Abd. Fattah; Maratu Shoaleha; Hilyah Rahmat
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.v4i3.3688

Abstract

Background. The integration of Generative Artificial Intelligence (AI) in higher education has transformed how formative feedback is delivered, offering possibilities that are immediate, adaptive, and personalized. However, a critical gap persists in the literature: most studies have measured the effectiveness of AI-based feedback without examining how students actually experience and make meaning of it. This gap is especially pronounced among first-year university students in developing countries such as Indonesia, where the lived dimensions of AI-mediated learning remain largely unexplored. Purpose. This study aims to explore first-year students’ narratives on their experiences with Generative AI-based formative feedback and how these experiences shape their cognitive engagement. Method. This study employs a qualitative approach using narrative inquiry. Twelve first-year students were purposively selected from 80 participants based on theoretical saturation criteria, providing rich reflective data on their interactions with Generative AI-based feedback. Data were analyzed through inductive thematic narrative analysis, identifying recurring patterns that illuminate how students construct meaning from their experiences and how those experiences shape their cognitive engagement. Results. The findings indicate that students perceive AI-based feedback as a supportive and responsive learning companion that facilitates reflection, encourages independent learning, and promotes deeper engagement with learning materials. Students’ narratives also highlight the importance of immediacy and personalization in feedback, which contribute to the development of critical thinking, self-regulation, and deep learning strategies. Conclusion. This study emphasizes the importance of understanding AI-based learning not only through measurable outcomes but also through students’ lived experiences. By foregrounding students’ voices, this research provides insights into how AI-mediated feedback can support meaningful learning and enhance cognitive engagement. The findings offer practical implications for designing more adaptive and student-centered feedback practices in higher education.
Personal Narratives in Teacher Professional Development: Reflecting on Practices and Growth Elyakim Nova Supriyedi Patty; Emma Clark; Olivia Davis
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.v4i3.3689

Abstract

Background. The increasing complexity of 21st-century education, driven by rapid technological change, diverse student needs, and continuous policy reform, has exposed significant limitations in conventional teacher professional development models. Many programs remain compliance-oriented and fail to cultivate deep reflective practice, resulting in minimal impact on long-term instructional improvement. This growing gap highlights the urgent need for alternative approaches, with personal narrative-based reflection emerging as a promising strategy to enhance teachers’ self-awareness, pedagogical competence, and professional decision-making. Purpose. This study aims to analyze the role of personal narratives in educational administration in strengthening teacher professional development through reflective practices. Specifically, it seeks to address the limitations of conventional training-based professional development models by proposing a narrative-based reflective framework that fosters deeper engagement, professional identity development, and sustained pedagogical transformation. Method. The research employs a qualitative approach using literature review and descriptive analysis of relevant academic journals, educational literature, and teacher development policies. Results. The findings indicate that the use of personal narratives in reflective practice significantly improves teachers’ ability to evaluate their teaching experiences, identify weaknesses, and design more effective instructional improvement strategies. The discussion reveals that narrative-based reflection functions not only as a self-evaluation tool but also as a transformative mechanism that supports continuous professional growth in educational practice. Conclusion. The study concludes that the integration of personal narratives into educational administration plays a strategic role in enhancing teacher professional development through structured and continuous reflective practices.
Faith in the Digital Age: Narrative Accounts of Madrasah Teachers Navigating Islamic Education in the 4.0 Industrial Revolution Zaenol Fajri; Khofidhah Dwi Sholehah; Muhammad Naim Fakhirin Rezani
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.v4i3.3693

Abstract

Background. The rapid digital transformation in the Industrial Revolution 4.0 requires Islamic Religious Education (IRE) to adopt innovative approaches to improve learning quality and student achievement. However, prior studies predominantly focus on general digitalization or higher education contexts, with limited empirical evidence on context-specific strategies at the elementary madrasah level. This study addresses this gap by offering a contextual and practice-based analysis of IRE digitalization. Purpose. This study aims to analyze digitalization strategies in improving learning quality and student achievement at MI Al-Islamiyah, including implementation processes, supporting and inhibiting factors, and their educational impact. Method. This study employed a qualitative case study design to obtain in-depth and contextual insights. Participants—including the principal, deputy head of curriculum, IRE teachers, operators, and parents—were purposively selected for their direct involvement in the implementation of digital learning to ensure data relevance and credibility. Data were collected through interviews, observations, and documentation, and analyzed using the Miles and Huberman model. Data validity was strengthened through triangulation, member checking, and audit trails. Results. The findings reveal that digitalization is systematically implemented through institutional policies, teacher capacity building, and integrated digital systems. The use of interactive media, RDM-based assessment, and digital administration increases student participation, motivation, and learning interaction, while enhancing transparency and organization of assessment. Evidence shows more active engagement and structured learning processes, although improvements in academic achievement remain gradual due to infrastructure and competency constraints. Conclusion. Digitalization serves as a strategic catalyst for improving learning quality, thereby mediating student achievement. This study contributes theoretically by proposing a contextual model of IRE digitalization at the elementary madrasah level and practically by guiding sustainable implementation through institutional support, continuous teacher training, and adaptive strategies in Islamic education.
Narratives of Geography, Culture, and School Exclusion on the Indonesian Coast: Evidence from Kedabu Rapat, Meranti Islands Achmad Hidir; Rahman Malik; Li Wei; Robi Armilus; Yusuf Krisman Gea; Mardatillah Mardatillah
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.v4i3.3696

Abstract

Background. In coastal 3T regions, referring to remote, outermost, and disadvantaged areas, access to basic education is still not simple. The policy looks clear on paper, but village life is more complicated. Free tuition helps, yet distance, transport cost, family work, and local views about schooling still shape the decision of parents. Earlier studies have discussed these issues, but fewer have shown how distance and culture meet in everyday coastal families. Purpose. This research describes the social, cultural, economic, and geographical barriers that limit children's access to school and madrasah education in Kedabu Rapat Village, Kepulauan Meranti. Method. The research used a quantitative descriptive design. Data were collected from 48 farming and fishing households selected through simple random sampling from 96 households with school-aged children. The data were analyzed through frequencies and percentages. Results. Households with three to four school-aged children had the highest dropout proportion. In this group, 13 of 23 households, or 56.52%, reported children who no longer attended school. In the whole sample, 18 of 48 households, or 37.50%, reported dropout cases. Low parental motivation appeared in 33.34% of responses. The most common barrier was the combination of school distance and sociocultural belief, reported by 56.26% of respondents. Conclusion. Geographical isolation creates more than a travel problem. It also makes farming and fishing look more practical than schooling, especially when family income is uncertain and the road to school is not easy.

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