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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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Between Policy and Practice: Teachers’ Lived Narratives of Deep Learning Implementation, Classroom Interaction, and Learning Transformation in Indonesian Elementary Education Hani Subakti; Nurul Hikmah; Eka Selvi Handayani; Euis Kusumarini; Wiwik Angranti; Abror Nusaf Mujaddid
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.v4i3.3771

Abstract

Background. The implementation of deep learning, character-based pedagogy, and digital transformation has become an important agenda in improving the quality of Islamic Religious Education in elementary schools. However, the translation of policy into classroom practice often depends on teachers’ readiness, pedagogical understanding, digital competence, and school-level support. Purpose. This study aims to explore teachers’ experiences in bridging educational policy and classroom practice through the strengthening of deep learning, character-based pedagogy, and the digital transformation of Islamic Religious Education in elementary schools. Method. This study employed a qualitative research design. Data were collected through semi-structured interviews, classroom observations, and document analysis involving Islamic Religious Education teachers at the elementary school level. The data were analyzed thematically to identify patterns related to deep learning practices, character formation, digital integration, and implementation challenges. Results. The findings indicate that teachers understand deep learning as a process of promoting meaningful understanding, reflection, critical engagement, and the internalization of Islamic values. Character-based pedagogy is implemented through habituation, moral exemplification, classroom dialogue, and the integration of religious values into daily learning activities. Digital transformation supports Islamic Religious Education through multimedia resources, interactive learning platforms, and online assessment tools. However, its implementation is constrained by limited infrastructure, varying levels of digital literacy, unequal access to technology, and insufficient professional development. Conclusion. The study concludes that the successful transformation of Islamic Religious Education requires stronger alignment between policy expectations and classroom realities. Continuous teacher training, institutional support, adequate digital infrastructure, and context-sensitive pedagogical strategies are essential to strengthen deep learning, character formation, and digital integration in elementary Islamic Religious Education.
Between the Formal and the Hidden: Teachers’ and Students’ Narratives of Curriculum Integration, Religious Values, and Character Development in Indonesian Madrasah Nasyiatul Lailiyah; Siti Aisah; Ahmad Halid; Abu Aman Siddiq Al Ghafar; Nadhliyah Alfin Rochmati
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.v4i3.3772

Abstract

Background. The integration of the curriculum of Islamic boarding schools and madrassas is an important issue in Islamic education, especially in an effort to balance academic achievement and the formation of religious character. Hidden curriculum has been recognized as a potential mechanism for achieving these educational goals. Purpose. This study aims to analyze the contribution of the integration of the pesantren curriculum through the hidden curriculum to students’ academic achievement and religious character formation at MA Miftahul Ulum Lumajang. Method. This study employed a qualitative approach with a case study design. Data were collected through observations, in-depth interviews, and documentation involving purposively selected informants, including madrasah heads, teachers, students, and pesantren administrators. The data were analyzed using Miles and Huberman’s interactive model. Results. The findings reveal that MA Miftahul Ulum implements an Integrated Tricurriculum Model that combines formal, non-formal, and hidden curriculum. The hidden curriculum plays a significant role in integrating educational practices and fostering both academic achievement and students’ religious character through various implicit learning experiences embedded in daily school and boarding school activities. Conclusion. This study confirms that hidden curriculum not only plays a role in character formation, but also becomes a key mechanism in curriculum integration that has an impact on academic achievement. These findings provide important implications for the development of a more holistic and contextual Islamic education curriculum.
A Narrative Local Wisdom-Based Educational Model for Developing Human Capital and Social Capital to Strengthen Defense in the Kalimantan Border Region Gregorius Henu Basworo; Ryan Teo
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.v4i2.3781

Abstract

Background. Defending the nation inherently entails fostering community resilience, and the national security architecture requires local stability to serve as the first firewall of defense. Education in border regions must be regarded as a strategic instrument capable of developing human capital and social capital in an integrated manner, with local wisdom as its primary foundation. Purpose. This conceptual study aims to formulate a local wisdom-based educational model that integratively develops human capital and social capital in order to reinforce community defense capacity in the Kalimantan border region. Methods. A systematic literature synthesis was conducted using nationally accredited journals (SINTA 2 and above), Scopus-indexed international journals, scholarly books, and official government documents published between 2020 and 2026. From 86 initially gathered works, 52 core texts were selected based on relevance to the integration of human capital, social capital, and local wisdom within border education and defense. Data were analyzed using qualitative content analysis through repeated reading, coding, thematic grouping, and analysis of inter-theme relationships. Results and Discussion. The synthesis revealed three main intertwined themes: human capital development through border education (knowledge, skills, character), strengthening social capital as a community resilience network (bonding, bridging, linking), and Kalimantan's local wisdom (huma betang, gotong royong, musyawarah adat) as the pedagogical-ideological foundation. Conclusion. The proposed model provides a theoretical basis for further empirical testing and practical guidance for local governments, the Indonesian National Armed Forces (TNI), and customary institutions in designing culturally grounded educational programs for border areas.
Transforming Primary Educators’ Leadership in the 21st Century: The Mediating Role of AI Self-Efficacy on the Relationship between Digital Growth Mindset and Teacher Leadership Rizki Amelia; Suyono Suyono; Oktaviani Adhi Suciptaningsih; Wiku Aji Sugiri
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.v4i3.3784

Abstract

Background. The integration of artificial intelligence in the basic education ecosystem demands the active role of educators as agents of change. However, the effectiveness of teachers’ leadership in technology adoption is highly dependent on their cognitive readiness and self-confidence in dynamic digital tools. Purpose. This quantitative research aims to examine the influence of Digital Growth Mindset (DGM) on Teacher Leadership (TL) in the AI era, as well as analyze the mediating role of AI Self-Efficacy (AISE) in this relationship. This study seeks to explore the pathways through which individual mindsets associate with collective leadership behaviors. Method. This study involved 288 primary school educators in Indonesia, predominantly situated in rural and district areas, selected through purposive sampling techniques. Data were collected using a structured questionnaire that measured DGM, AISE, and TL. Data analysis was carried out using the Structural Equation Modeling approach based on Partial Least Squares (PLS-SEM) to test the hypothesis of direct and indirect effects. Results. The findings show that Digital Growth Mindset has a substantial and significant direct effect on AI Self-Efficacy (  = 0.752, p < 0.001), but has a small direct effect on Teacher Leadership (  = 0.252, p = 0.001). Furthermore, AI Self-Efficacy proved to be a significant mediator bridging the influence of DGM on TL (  = 0.417, p < 0.001). This confirms that a developing mindset alone is not enough to encourage teacher leadership without strong technical confidence. Conclusion. This study makes a theoretical contribution by highlighting AISE as a critical mediating pathway linking cognition and the professional actions of educators. Practically, educational institutions are advised to prioritize professional development programs that not only instill a digital mindset, but also build technical self-efficacy through peer mentoring to ensure the success of systemic digital transformation in schools.
Rooted in Culture, Grounded in Faith: Narrative Accounts of Acehnese Ethnopedagogy as a Framework for Culturally Responsive Islamic Religious Education Fauzan Fauzan; Habiburrahim Habiburrahim; Mumtazul Fikri; Nizar Saputra; Zainul Mujtahid
International Journal of Educational Narratives Vol. 4 No. 4 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i4.3786

Abstract

Background. Islamic Religious Education (IRE) learning in higher education tends to be theoretical and has not fully integrated local wisdom, particularly Acehnese culture, resulting in less contextual learning and low student engagement and understanding. In addition, the lack of ethnopedagogy-based learning tools becomes an obstacle in creating integrative and meaningful learning. Purpose. This study aims to develop ethnopedagogy-based IRE learning tools grounded in Acehnese local wisdom and to examine their validity, practicality, and effectiveness in improving students’ understanding and internalization of Islamic values. Method. This research employed a Research and Development (R&D) approach using the ADDIE model, which includes Analysis, Design, Development, Implementation, and Evaluation stages. This study involved 35 respondents in the product testing and implementation phases: three lecturers, 30 university students, and two Acehnese cultural practitioners. Product validation involved nine experts: three in Islamic Religious Education content, three in instructional media, and three in Acehnese culture. Overall, 44 participants were involved in the validation, testing, and implementation phases. Results.The study confirmed a strong need for Acehnese ethnopedagogy-based Islamic Religious Education materials among lecturers (88.3%) and students (82.2%). Developed through the ADDIE model, the materials were valid, highly practical for lecturers (92%) and students (92.8%), and effectively implemented (79%). Their effectiveness was reflected in the increase from a 57.2 pretest mean to an 81.6 posttest mean and an 88.05% student response, indicating improved understanding of Islamic values and appreciation of Acehnese culture. Conclusion. Ethnopedagogy-based IRE learning tools rooted in Acehnese local wisdom are proven to be feasible and effective in improving the overall quality of learning. The integration of local wisdom makes learning more contextual, meaningful, and relevant to students’ lives.
Safeguarding the Digital Hearth: A Narrative Inquiry into Muhammadiyah’s Family Education and Resilience Frameworks Munawir Pasaribu; Rahmadi Ali; Mahmud Yunus Daulay; Nor ‘Adha Ab Hamid
International Journal of Educational Narratives Vol. 4 No. 4 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i4.3792

Abstract

Background Family well-being is a foundational factor in shaping individual character and contributes to broader social resilience. Amid the disruptions of the digital era, families increasingly face risks of disintegration. Muhammadiyah, as a progressive Islamic movement, responds to this challenge through its “Sakinah Family” concept. Purpose This study examines Muhammadiyah’s strategies for building family resilience through da’wah, education, and economic empowerment, and identifies the indicators used to evaluate the effectiveness of these strategies. Method This study employs a descriptive qualitative approach using a literature review. Primary sources include Muhammadiyah’s official documents the Collection of Tarjih Decisions, the Guidelines for Islamic Living for Muhammadiyah Members, and the Guidelines for Married Life supplemented by ‘Aisyiyah’s program reports and prior academic studies. Data were analyzed thematically to identify recurring strategic patterns and their documented outcomes. Results Muhammadiyah disseminates progressive Islamic values through structured study programs at branch, regional, and central levels. ‘Aisyiyah implements this through the “Bina Keluarga Sakinah” program, family counseling, and community-based economic empowerment. Program reports indicate lower self-reported rates of divorce and domestic violence among participating families compared to non-participating members, based on qualitative case documentation rather than controlled quantitative measurement. Conclusion Muhammadiyah’s institutional guidelines and structured programs offer a faith-based model for strengthening family resilience, with documented (though not yet rigorously quantified) positive outcomes. This model demonstrates how religious organizations can meaningfully contribute to national family resilience, while highlighting the need for future quantitative research to validate these preliminary findings.
Humanizing Science: A Narrative Inquiry into the Integration of Historical Context in STEM Education Samsinas Samsinas; Clara Mendes; Rafaela Lima
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.v4i1.3797

Abstract

Background. The integration of historical context in STEM education has gained increasing attention as a means to enhance student engagement and comprehension. STEM fields, traditionally perceived as highly technical, often lack connections to real-world applications and human stories. By incorporating historical narratives into STEM curricula, educators can humanize the subject matter and make scientific concepts more relatable. Purpose. This study explores the role of historical context in STEM education through a narrative inquiry approach. The research aims to investigate how educators incorporate history into their teaching practices and the impact this integration has on students’ learning experiences. Method. A qualitative approach was employed, utilizing interviews and reflective journals from STEM educators and students. Results. The findings reveal that incorporating historical context significantly enhances student engagement, fosters a deeper understanding of scientific concepts, and increases the relevance of STEM subjects in students' lives. The study also highlights the challenges educators face in integrating history into their teaching, particularly in terms of curriculum constraints and the lack of resources.   Conclusion. The research concludes that historical context is a valuable tool in humanizing STEM education, making it more engaging and accessible. This approach promotes a more holistic understanding of science, emphasizing its societal relevance and the human dimensions behind scientific discoveries.
Choosing Faith and Quality: Biographical Stories of Parents Navigating Islamic School Service Management and Marketing Narratives Candra Mochamad Surya; Rusdi Bin Jamaludin
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.v4i2.3799

Abstract

Background. Increasing competition among Islamic elementary and early childhood education institutions demands innovative management strategies to maintain their existence. In the industrial area of ??East Karawang District, this situation is exacerbated by the rapid growth of educational institutions and the growing urban population. As a result, disparities have emerged between institutions, with some experiencing an increase in student enrollment, while others are experiencing a decline in interest due to uneven service standards. Purpose. This study aims to analyze educational service management as a strategy for recruiting new students from an Islamic perspective in Islamic Elementary Schools (Madrasah Ibtidaiyah) and Early Childhood Education (Raudhatul Athfal) throughout East Karawang District. Method. The research method used was a qualitative case study design. Data were collected through participatory observation, in-depth interviews with 47 informants, and documentation studies in 12 educational units. Data were analyzed using the thematic interactive model, including data condensation, data display, and conclusion drawing. Data trustworthiness was ensured through source and method triangulation. Results. The research results show that institutions that implement excellent service management based on Islamic values ??such as transparency (amanah), caring (ihsan), and professionalism (itqan) have proven more successful in recruiting new students. Specifically, these strategies are implemented through a real-time digital-based information system, ongoing public relations communications, and the implementation of distinctive Islamic flagship programs. The strategy, which integrates Islamic values ??into the framework of Karawang Regency, has successfully fostered a high level of public trust. Conclusion. The implications of this study confirm that service management based on Islamic ethics provides a practical contribution as a superior strategic guide for educational institution managers in increasing competitiveness and sustainably fostering community loyalty. For future development, this study implies the need to institutionalize these Islamic values into standardized operating procedures (SOPs) and integrate them with digital customer relationship management (CRM) to anticipate more complex educational market shifts.
Digital Storytelling in Islamic Religious Education: Enhancing Engagement and Identity Formation in Contemporary Pedagogical Contexts Inayah Inayah; Moh Ali; Ade Hidayat; Taqiyuddin Tqiyuddin
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.v4i2.3801

Abstract

Background. Islamic religious education has long struggled to bridge the gap between traditional transmissive pedagogical approaches and the experiential, identity-forming needs of contemporary Muslim learners in digitally saturated environments. Purpose. This study examines how digital storytelling integration into Islamic religious education enhances student engagement and Islamic identity formation among secondary school students in Indonesia. Method. A sequential explanatory mixed-methods design was employed, combining a quasi-experimental pre-test/post-test control group structure with phenomenological case study inquiry. Purposive cluster sampling yielded 240 student participants across four madrasah institutions, with 24 participants selected for qualitative inquiry. Results. ANCOVA results revealed statistically significant treatment effects on both engagement (F(1,237) = 128.64, p < .001, partial n2 = .353, Cohen’s d = 1.87) and Islamic identity formation (F(1,237) = 136.97, p < .001, partial n2 = .366, Cohen’s d = 1.94). Qualitative findings identified four thematic mechanisms: narrative ownership, emotional resonance, critical values engagement, and digital identity expression. Conclusion. Digital storytelling activates emotional and moral dimensions of Islamic formation more powerfully than conventional instruction, offering Islamic educators a theoretically grounded, empirically validated pedagogical framework for cultivating authentic religious engagement and coherent Islamic identity in contemporary learners.
Educational Narratives of a Media-Supported ASSURE–SPUR Design for Systematic and Multidimensional Fraction Learning in Grade V Elementary School Taopik Rahman; Muhammad Rijal Wahid Muharram; Nasser Qudah
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.v4i3.3809

Abstract

Background. Fraction learning in elementary school often remains centred on computational procedures, while conceptual understanding, real-world use, and visual representation receive less systematic attention. Purpose. This study aimed to develop and evaluate a media-supported ASSURE–SPUR learning design for fraction multiplication in Grade V elementary school. Method. The study used a design-based research approach consisting of needs analysis, design planning, expert validation, limited classroom implementation, revision, and evaluation. Data were collected through teacher interviews, curriculum document analysis, expert validation sheets, classroom observations, student worksheets, student and teacher response questionnaires, and analysis of students’ work. Results. The needs analysis showed that students could often follow computational steps but struggled to explain the meaning of fraction operations, connect symbolic forms with visual models, and apply fractions in contextual situations. The developed design integrated the instructional stages of ASSURE with the SPUR dimensions of mathematical understanding: Skills, Properties, Uses, and Representations. The learning tools included lesson plans, student worksheets, contextual videos accessed through QR codes, Mathigon, Quizizz, manual representations, and SPUR-based tasks. Expert validation produced an average score of 4.46 out of 5, indicating that the design was highly valid. Conclusion. The media-supported ASSURE–SPUR design is feasible, preliminarily practical, and pedagogically promising for supporting more systematic and multidimensional fraction learning.

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