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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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An Inclusive Group Guidance Model Based on Social Interaction to Improve the Mental Health of Children with Special Needs in Community Settings I Made Mahaardhika; I Dewa Ayu Eka Purba Dharma Tari; Chenda Dara
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.v4i2.3703

Abstract

Background: Children with special needs (CSN) face significant challenges in mental health, particularly related to limited social interaction, low self-confidence, and a high risk of social isolation. Existing guidance and counseling services have not fully integrated social and emotional approaches within inclusive and contextual settings. Purpose: This study aims to develop an inclusive group guidance model based on social interaction to enhance the mental health of children with special needs in a community setting. Method: This study employed a qualitative approach with a case study design combined with model development. Data were collected through participant observation, in-depth interviews, and documentation during group guidance activities involving children with special needs and facilitators in an inclusive community environment. Data analysis was conducted using thematic analysis to identify patterns of social interaction and their impact on participants’ psychological conditions. Results: The findings indicate that structured social interaction within group guidance significantly improves social engagement, emotional regulation, and self-confidence among children with special needs. Social support from facilitators and group members also contributes to the creation of a safe and inclusive psychological environment. Conclusion: The inclusive group guidance model based on social interaction is effective in improving the mental health of children with special needs and can serve as an innovative alternative in community-based counseling services. Novelty: This study proposes an integrative model that combines social psychology, mental health, and group guidance within a community setting as a novel, practical, and contextual approach to inclusive counseling services.
Narratives of Developing Islamic Education Modules Based on Local Wisdom and Prophetic Values Hubban Jamma; Eva Ardinal; Abdul Salam; Aiman Fariq; Sara Hussain
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.v4i3.3717

Abstract

Background. This research is motivated by the need to develop Islamic Religious Education (PAI) teaching materials that are not only normative-doctrinal in nature, but also contextual to the socio-cultural realities of students. To date, PAI modules tend to be less accommodating of local wisdom and prophetic values that encompass the dimensions of humanization, liberation, and transcendence, so that learning has not fully formed a holistic character. Purpose. Therefore, this study aims to develop an PAI module based on local wisdom and prophetic values that is valid, practical, and effective in improving the quality of learning. Method. The research method used is research and development (R&D) with a development model that includes the stages of needs analysis, product design, expert validation, limited trials, and product revision. The research instruments are in the form of validation sheets, student response questionnaires, and learning outcome tests. Results. The results show that the developed module has a high level of validity based on expert assessments, and is considered practical and easy to use in the learning process. Furthermore, the implementation of this module has proven effective in enhancing students' understanding of Islamic Religious Education (PAI) material while simultaneously instilling local wisdom and prophetic values in everyday life. The research discussion confirms that the integration of local wisdom and prophetic values in the PAI module can create more contextual, relevant, and meaningful learning.  Conclusion. The development of a PAI module based on local wisdom and prophetic values is a strategic innovation in improving the quality of Islamic religious education that is adaptive to local culture while also oriented towards the comprehensive character development of students.
A Narrative Systematic Review of Sequential Mediation Models in Education: Linking School Principal Leadership and Parental Support to Student Achievement Marry Marry; Disman Disman; Dadang Dahlan; Susanti Kurniawati; Li Na
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.v4i2.3720

Abstract

Background. This study stems from the urgent need to comprehensively understand the various contextual factors that contribute to student academic achievement, particularly through the synergy between school leadership and parental involvement within the framework of a sequential mediation model. Purpose. This study aims to systematically synthesize and analyze various empirical findings related to the implementation of sequential mediation models in an educational context, linking school principal leadership, parental support, and student achievement. Method. The approach used was a systematic narrative review involving the examination of relevant, reputable scientific articles, selected based on predetermined inclusion and exclusion criteria, which were then analyzed thematically to identify patterns of relationships among variables. Results. The study findings indicate that effective school principal leadership serves as an independent variable that drives increased parental participation and support, which ultimately has a positive impact on student achievement as the dependent variable. Conclusion. Therefore, it can be concluded that strengthening educational leadership integrated with parental involvement within a sequential mediation framework is an effective strategy for improving the quality of student learning outcomes.
Analysis Narratives of Improving Students' Scientific Literacy Through Socio-Scientific Issues-Based Science Learning in Elementary Schools Yadi Heryadi; Yuyun Yuningsih; Eman Sulaeman; Dede Kurnia Adiputra; Deby Fauzi Ashidiqi; Dine Trio Ratnasari
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.v4i2.3721

Abstract

Background. This research is motivated by the low scientific literacy of elementary school students caused by science learning that is still oriented towards memorization and lacks contextualization. Purpose. This study aims to analyze the improvement of students' scientific literacy through the implementation of Socio-Scientific Issues (SSI)-based science learning. Method. This study uses a quantitative approach with a quasi-experimental design and a one-group pretest-posttest design. The subjects of the study were 30 fourth-grade elementary school students. Results. The data collection technique used a science literacy test, while data analysis was carried out using the N-Gain test. The results showed that the average pretest score of 56.3 increased to 82.7 in the posttest, with an N-Gain value of 0.60 which is included in the moderate category. This indicates that SSI-based learning is effective in improving students' scientific literacy, especially in the aspects of conceptual understanding, data interpretation, and evidence-based decision making. Conclusion. Thus, Socio-Scientific Issues-based learning can be an alternative, innovative and contextual learning strategy in improving elementary school students' scientific literacy.
Internalizing the Values of Religious Moderation through Narrative Education: A Study among Madrasah Aliyah Students in Pekalongan Abdul Khobir; Abdul Basith; Hendri Hermawan Adinugraha; Ilyas Erpay
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.v4i2.3722

Abstract

Background. The rise of exclusive and radical religious narratives among Indonesian students, driven by globalization and digitalization, poses a serious threat to social cohesion. Madrasah in Pekalongan, as strategic Islamic educational institutions, face the challenge that a purely cognitive approach to learning is insufficient to foster deep awareness of anti-extremism among students. Purpose. This research analyzes the process of internalizing religious moderation values through narrative education and its implications for fostering anti-extremist awareness among madrasah students in Pekalongan. Methods. This study employed a qualitative case study design involving purposively selected teachers and students in Pekalongan madrasah. Data were collected through in-depth interviews, participatory observation, and documentation. Data analysis was conducted thematically through data reduction, categorization, interpretation, and conclusion drawing. Data validity was ensured through triangulation and member checking to strengthen credibility. Results. Findings show that narrative education through experiential stories, role modeling, and reflective dialogue engages both emotional and cognitive dimensions of students more effectively than cognitive approaches alone. Students are able to construct their own understanding of moderation values (tawasuth, tasamuh, tawazun, i’tidal) through lived experiences rather than passive acceptance. This process strengthens anti-extremist awareness and builds resilience against radical influences in the learning environment. Conclusions. Narrative education is an effective pedagogical strategy for internalizing religious moderation values and developing anti-extremism awareness. It integrates reflective dialogue and exemplary storytelling to foster meaningful understanding and can be adopted as an innovative approach in madrasah education.
Educational Narratives of Museum-Based Contextual History Learning for Strengthening Students' Historical Awareness Yusuf Budi Prasetya Santosa; Ponco Setiyonugroho; Wahyudin Wahyudin
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.v4i3.3729

Abstract

Background. History education in Indonesia remains heavily reliant on rote memorization, hindering students’ historical consciousness. While museums offer authentic, experiential learning environments, their pedagogical potential remains largely underutilized due to unstructured, passive visits. Purpose. This study aims to analyze the role of museums as contextual history learning media and to develop an integrated three-phase strategy (pre-visit, during-visit, and post-visit) to enhance students’ historical awareness. Method. Employing a literature review methodology, this research synthesizes academic books, peer-reviewed articles, and educational policy documents, analyzed through thematic content analysis. Results. The findings indicate that history learning in schools remains dominated by memorization-oriented and teacher-centered approaches, limiting students’ engagement and historical awareness. In line with previous studies, the use of museums as learning resources can provide more meaningful and experiential learning; however, their implementation is often unstructured and passive. Conclusion. When systematically implemented, this model transforms passive field trips into inquiry-driven learning experiences. It shifts history education from fact-based memorization toward immersive, reflective engagement, ultimately strengthening students’ historical awareness and enabling meaningful connections between past narratives and contemporary realities.
Cross-Cultural Education through Narratives: Promoting Tolerance, Identity, and Social Integration Muhammad Rif’at; Ton Kiat; Nong Chai
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.v4i2.3732

Abstract

Background. Cross-cultural education has become increasingly important in pluralistic societies where issues of tolerance, identity negotiation, and social integration shape educational priorities. Schools are expected to cultivate inclusive attitudes and intercultural competence; however, conventional approaches often emphasize factual cultural knowledge rather than transformative engagement. Purpose. This study aims to examine the effectiveness of narrative-centered instruction in promoting tolerance, strengthening identity awareness, and fostering social integration among secondary school students. The research investigates both cognitive and affective outcomes associated with structured engagement with culturally diverse stories. Method. A mixed-methods quasi-experimental design was employed involving 128 students divided into experimental and control groups. Quantitative data were collected using validated scales of tolerance, social integration, and identity awareness administered before and after an eight-week intervention. Qualitative data were obtained through reflective journals and classroom observations. Statistical analysis and thematic coding were conducted to triangulate findings. Results. Results indicate significant improvements in tolerance levels, inclusive identity formation, and peer interaction in the experimental group. Narrative engagement enhanced empathy and reduced stereotypical perceptions.   Conclusion. The study concludes that cross-cultural education through narratives serves as an effective pedagogical strategy for promoting social cohesion and culturally responsive learning environments.
Organizational Conflict Management in Library Teams: A Multisite Case Study in Islamic Schools Chasan Maruf; Ach. Baidowi; Mahamadaree Waeno; Abdullah Ibrahim
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.v4i3.3745

Abstract

Background. This study examines errors in organizational conflict management within library settings that lead to stress, decreased motivation, poor communication, and inefficiency in library team performance. Purpose. The aim of this research is to identify the forms and sources of conflict, describe conflict management strategies, and analyze their impact on the performance of Islamic school library teams in a multisite context. Methods. This study uses a qualitative approach with a multisite case study design at Sekolah Dasar Islam Terpadu Yaa Bunayya and Ma’had Badr, employing data collection techniques including interviews, observation, and documentation, followed by data condensation analysis, data presentation, conclusion drawing, and data triangulation. Results. The findings show that conflicts arise from differences in book management, work coordination, and staff responsibilities. In Sekolah Dasar Islam Terpadu Yaa Bunayya, issues include damaged books, a lack of SOPs, and differing perceptions between the library head and homeroom teachers. Conflict resolution strategies involve persuasive communication, clarification, discussion, and clearer task distribution. The impact includes improved communication, greater responsibility, and greater service stability, although disciplinary variations still persist. In Ma’had Badr, conflicts are triggered by staff absenteeism, weak shift coordination, and varying work abilities, and are resolved through discussion and collective agreements grounded in organizational values. Conclusions. The conclusion indicates that conflict management through communication and deliberation improves team performance, although coordination differences persist and remain effectively addressed.
From Awareness to Action: The Influence of Digital Tax Education and Tax Literacy on Behavioral Compliance Following Coretax Implementation in Indonesia Sylvia Marcellina; Agus Munandar; Vugar Abdullayev
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.v4i3.3749

Abstract

Background. Digital tax systems are increasingly expected not only to improve administrative efficiency but also to foster taxpayer learning and compliance. This issue is particularly relevant in Indonesia following the implementation of Coretax, a digital tax system designed to integrate tax services and strengthen compliance. However, the effectiveness of digital tax reform remains uncertain because technological adoption alone may not be sufficient to encourage compliant behavior without adequate tax literacy and taxpayer awareness. Previous studies have largely emphasized system performance and technology acceptance, while the educational and behavioral roles of digital tax systems remain underexplored. Purpose. This study examines the effects of tax literacy, taxpayer awareness, and Coretax implementation on behavioral tax compliance among individual taxpayers, with Coretax positioned as a digital learning platform that may support taxpayer understanding and compliance behavior. Method. A quantitative approach was employed involving 100 individual taxpayers registered at the Kalideres Primary Tax Office, Jakarta. Data were collected through structured questionnaires and analyzed using PLS-SEM. Results. Tax literacy and taxpayer awareness significantly and positively influence behavioral tax compliance, with taxpayer awareness emerging as the strongest predictor. Coretax implementation also has a significant positive effect, although its contribution is weaker than the educational and psychological factors. Conclusion. Digital tax systems can support behavioral tax compliance when complemented by adequate tax literacy and taxpayer awareness. This study contributes to the literature by positioning Coretax not only as an e-government system but also as a digital learning platform that links technological, educational, and behavioral dimensions of taxpayer compliance.
Teaching with Tech or Text? A Meta-Analysis for Evidence-Based Reading Instruction Muhammad Iqbal Ripo Putra; Dedi Irwan; Aunurrahman Aunurrahman; Sulaiman Sulaiman; Nurussaniah Nurussaniah
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.v4i3.3762

Abstract

Background. The rapid integration of digital reading in higher education has changed how students engage with academic texts. Conflicting evidence remains on whether digital formats support reading comprehension as well as print. This gap matters given the growing reliance on screen-based learning and the cognitive demands of academic reading.. Purpose. This meta-analysis examined whether technology-enhanced reading improves comprehension compared to print among undergraduate students. The study addressed three aspects: (1) overall differences in comprehension between digital and print formats, (2) variations across pre-, during-, and post-COVID periods, and (3) the moderating role of text modality (text-only vs. multimodal). Method. Following PRISMA guidelines, this study synthesised data from 13 empirical studies published between 2017 and 2025, involving 1,029 undergraduate students across L1, L2, and EFL contexts. Effect sizes were calculated using Hedges' g within a random-effects model. Subgroup and meta-regression analyses were conducted to examine moderating variables. Results. The findings showed a small but statistically significant advantage for print reading over digital formats (g = 0.265, p < .001). This advantage was more pronounced in post-pandemic studies (g = 0.333) and in text-only materials (g = 0.291), while multimodal texts showed greater variability. Meta-regression indicated no significant change in effect size over time, and publication bias was minimal. Print reading consistently supported deeper comprehension, particularly for cognitively demanding academic texts. Conclusion. Print yields stronger comprehension than digital formats in undergraduate reading, especially for complex academic texts. This meta-analysis informs teaching practice by recommending print for high-stakes reading and metacognitive scaffolding when digital formats are used.

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