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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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Digital Play in Language Learning: A Narrative-Based Approach to Understanding Student Motivation in Interactive Arabic Assessments Desvia Rahmawati; Musli Musli; Mustar Mustar; Dina Chabib Uluum; Putri Hardiyanti; Abdul Hakim Abdurrahman Husein; Zakiyatunnisa Al Mubarokah; Mohamad Hussin
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.v4i4.3812

Abstract

Background. The development of digital technology in education has encouraged teachers to implement interactive learning media to increase student engagement during the learning process. In Arabic language learning, conventional teaching methods often make students less active and less motivated during classroom activities. Quizizz is one of the gamification-based learning platforms that can create a more interactive, competitive, and enjoyable learning environment for students. Purpose. This study aimed to explore students’ learning experiences during the implementation of Quizizz in Arabic language learning, particularly related to emotional engagement, classroom participation, interaction, motivation, and reflective learning experiences. Method. This study employed a qualitative approach using Narrative Inquiry with a phenomenological-narrative orientation. The participants consisted of one Arabic language teacher and four students selected purposively based on their involvement in Quizizz-based learning activities. Data were collected through in-depth interviews, classroom observations, reflective conversations, and documentation. Data analysis was conducted using thematic narrative analysis by organizing participants’ experiences into thematic clusters. Results. The findings showed that the use of Quizizz increased students’ emotional engagement, classroom participation, interaction, motivation, and self-confidence during Arabic learning activities. Students experienced a more interactive and enjoyable learning atmosphere through leaderboard features, scoring systems, and direct feedback during quizzes. Conclusion. Quizizz not only functioned as a digital evaluation tool but also created meaningful learning experiences through interactive, reflective, and gamified learning activities in Arabic language learning.
A Narrative Inquiry into School Counseling Management for Students’ Mental Well-Being Anas Rohman; Kholfan Zubair Taqo Sidqi; Achmad Munib; Erry Nurdianzah; Husen Waedoloh
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.v4i4.3830

Abstract

Background. Guidance and counseling management is a vital component of the educational system, supporting students’ mental health and overall development. Students’ psychological growth is shaped by internal and external factors, including family environment, school conditions, peer relationships, academic pressure, and technological advances. Effective, systematic, and sustainable guidance and counseling services are therefore essential to help students navigate emotional, social, and academic challenges. Purpose. This study analyzes the role of guidance and counseling management in developing students’ mental health at school and examines how effective counseling services contribute to their emotional, social, and academic development. Method. This study employed a qualitative approach using a narrative review method to critically explore the development of guidance and counseling management concepts in relation to students’ mental health. Data were collected from books, journals, and prior studies, then analyzed through content analysis involving data reduction, presentation, interpretation, and conclusion drawing. The review highlights the importance of integrating administrative management with students’ emotional and personal needs to support holistic mental health development. Results. Findings show that effective guidance and counseling management positively contributes to students’ mental health. Counseling services help improve emotional stability, social skills, self-confidence, learning motivation, and problem-solving abilities. Program success depends on proper planning, collaboration among school stakeholders, professional counseling teachers, parental involvement, and a conducive school environment. Evaluation and follow-up activities further strengthen the effectiveness and sustainability of counseling services. Conclusion. Guidance and counseling management plays a significant role in supporting students’ mental health. Through systematic planning, organization, implementation, evaluation, and follow-up, schools can strengthen professional counseling systems to foster students’ optimal emotional, social, and academic development.
A Narrative Analysis of the Influence of Metacognitive Skills and Self-Efficacy on Chemistry Learning Achievement among Students Ilham Assidiq; Sitti Mania; Yuspiani Yuspiani; Usman Usman
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.v4i3.3842

Abstract

Background. Chemistry learning is influenced by various psychological factors, including students’ metacognitive skills and self-efficacy. Both factors play a crucial role in motivating students to learn effectively. Therefore, it is essential for educators to understand how metacognitive skills and self-efficacy impact students’ performance in chemistry. Purpose. This study aims to investigate the impact of metacognitive skills and self-efficacy on chemistry learning achievement among students in Enrekang Regency. Additionally, this study examines the relationship between these psychological factors and how they contribute to the improvement of students’ chemistry performance. Method. Pearson product-moment correlation was used to assess the strength and direction of associations between the study variables, while multiple linear regression analysis was conducted to evaluate the extent to which metacognitive skills and self-efficacy jointly predict students’ chemistry learning achievement. The significance level for all statistical analyses was set at ? = 0.05. Results. The findings indicate that metacognitive skills and self-efficacy have a significant positive correlation with chemistry learning achievement. Specifically, self-efficacy has a stronger influence than metacognitive skills in predicting chemistry learning achievement. Regression results show that both factors can explain 36% of the variance in students’ chemistry learning achievement. Conclusion. This study contributes to the growing body of research on educational psychology by demonstrating the significance of self-efficacy and metacognitive skills in predicting chemistry learning achievement. The findings suggest that educators should incorporate instructional practices that promote students’ metacognitive regulation and strengthen their self-efficacy, as these factors may play a crucial role in improving learning outcomes and overall academic success in chemistry education.
From Doubt to Drive: Students’ Lived Narratives of Motivation, Self-Regulated Learning, and Social Support as Pathways to Academic Success in Indonesian Senior High Schools M. Yusron Maulana El Yunusi; Didit Darmawan; Vugar Abdullayev
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.v4i4.3847

Abstract

Background. Academic achievement in Indonesian senior high schools is increasingly challenged by heightened competition, uneven access to digital learning resources, and variability in students’ psychological preparedness. Despite widespread implementation of digital tools and social support programs, there remains uncertainty regarding which factors most strongly influence student success in this rapidly changing educational landscape. Identifying the key predictors of academic performance is therefore critical to inform targeted interventions that can address both equity and effectiveness in student learning outcomes. Purpose. This study aims to examine the effect of learning motivation, academic self-efficacy, digital skills, self-regulated learning strategies, and academic social support on academic performance of public senior high school students in Surabaya. Method. The research method used was quantitative with an explanatory survey approach. The sample consisted of 387 public senior high school students in Surabaya selected using purposive sampling technique. Data collection was conducted through an online Likert-scale questionnaire distributed via Guidance and Counseling teachers for three days. The research instrument had been tested for validity and reliability with Cronbach’s Alpha values for each variable above 0.82. Data analysis technique used multiple linear regression with SPSS version 26. Results. Simultaneously, all five independent variables had a significant effect on academic performance, explaining 38.9% of the variance (R² = 0.389, p < 0.001). Partially, learning motivation (? = 0.27, p = 0.002), academic self-efficacy (? = 0.35, p < 0.001), and self-regulated learning strategies (? = 0.23, p = 0.005) had positive and significant effects on academic performance. Digital skills (? = 0.08, p = 0.124) and academic social support (? = 0.06, p = 0.187) did not significantly affect performance. Academic self-efficacy was the most dominant contributing factor. Conclusion. The findings indicate that students’ internal psychological factors, particularly academic self-efficacy and self-regulated learning strategies, are more strongly associated with academic performance than digital competence and social support. The study recommends interventions aimed at enhancing these internal factors to improve student academic outcomes.
From Imagination to Expression: Exploring Students’ Narrative Experiences of AI-Integrated Poetry Writing Through the Anchor Eyes Learning Model in Sumenep Junior High Schools Isma’il Isma’il; Atok Miftachul Hudha; Daroe Iswatiningsih; Ly Aminas
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.v4i4.3848

Abstract

Background. The rapid development of digital technology and artificial intelligence (AI) has transformed educational practices by creating new opportunities for creative and student-centered learning. In poetry writing, however, many junior high school students continue to experience difficulties in generating ideas, developing imagination, selecting appropriate diction, and expressing creative thoughts. These challenges indicate the need for an innovative instructional model that integrates students’ creative processes with AI-assisted learning. Purpose. This study aims to explore how the AI-assisted Anchor Eyes Learning Model improves junior high school students’ poetry writing skills by addressing the learning barriers they encounter during the creative writing process. Method. This study employed a descriptive qualitative design involving 70 eighth- and ninth-grade students from four junior high school classes in Sumenep Regency. Data were collected through classroom observations, reflective interviews with teachers and students, analysis of students’ poetry manuscripts before and after the implementation of the model, and supporting documentation. The data were analyzed using the Miles and Huberman interactive model, consisting of data collection, data reduction, data display, and conclusion drawing with triangulation and member checking to ensure trustworthiness. Results. The findings reveal that the AI-assisted Anchor Eyes Learning Model substantially enhanced students’ poetry writing by improving their ability to generate ideas, develop imaginative expression, select more appropriate diction, employ richer figurative language, and organize poetic structures more effectively. Reflective learning supported by AI tools also reduced students’ creative blocks, increased learning motivation, and enabled teachers to facilitate a more interactive and personalized writing process. Approximately 85% of teachers and students were already familiar with digital learning devices, facilitating the integration of AI into classroom activities. Conclusion. The AI-assisted Anchor Eyes Learning Model provides an effective pedagogical approach for improving poetry writing skills by transforming students’ creative writing processes while overcoming common obstacles in idea generation, language development, and creative expression.
Making Physics Reasoning Visible: A Narrative-Informed Design of Embedded Assessment in Collaborative Learning Imam Permana; Misykat Malik Ibrahim; St. Syamsudduha; Ulfiani Rahman; Fitriani Kadir
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.v4i3.3856

Abstract

Background. Collaborative physics learning can make classroom participation visible, yet the reasoning behind students’ answers often remains difficult to follow. This concern is especially relevant in teacher education, where pre-service physics teachers are expected to understand physical concepts and learn how explanations are formed, challenged, revised, and consolidated. Purpose. This study examined how embedded assessment within a collaborative digital learning trajectory made students’ reasoning visible during instruction on Simple Harmonic Motion. Method. A narrative-informed mixed-methods design account was used. Qualitative evidence was collected from digital worksheet responses, classroom observations, and student reflections, while quantitative learning outcome data served as supporting evidence. The learning sequence was organized into three episodes—ignition, cruise, and terminal—and was supported by a microsite and interactive digital worksheets. The analysis focused on how students’ written explanations, revisions, and reflections changed across these episodes. Results. The findings show that embedded assessment documented students’ initial intuitive ideas, captured conceptual negotiation during collaborative work, and preserved reflective consolidation after instruction. Students’ explanations gradually shifted from descriptive accounts of repeated motion toward more relational reasoning involving displacement, restoring force, velocity, acceleration, and equilibrium. Quantitative evidence also indicated improvement in conceptual understanding after initial ability was controlled, supporting the patterns found in the process data. Conclusion. Embedded assessment can function as narrative evidence of reasoning development when it is deliberately connected to collaborative tasks, digital documentation, and a coherent learning trajectory. This study offers a practical framework for using digital worksheets not only as task spaces, but also as tools for tracing, interpreting, and supporting reasoning development in collaborative physics teacher education.
Reading Between the Lines: Narrative Accounts of How English Literature Students Construct Meaning, Navigate Misconceptions, and Make Sense of Facts and Opinions in Scientific Texts Arman Arman; Fina Amalia Masri Fina; Neil Amstrong Neila; Rahmawati Rahmawati; Zelio da Conceicao Freitas
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.v4i3.3887

Abstract

Background: The ability to distinguish between fact and opinion is a critical component of academic literacy and scientific reasoning, particularly in the digital age where students encounter complex information flows. However, misconceptions and reliance on intuition are common among higher education students, undermining critical evaluation of scientific claims. Purpose: This study aims to analyze the abilities of English Literature students at Halu Oleo University in classifying facts and opinions, and to identify factors influencing this process. Method: A mixed-methods design was employed, involving a questionnaire completed by 82 students and an argumentative analysis of their written responses based on Toulmin’s model. Quantitative data were analyzed using descriptive statistics, while qualitative data were thematically coded to assess claim construction, warrant application, use of evidence, and consideration of rebuttals. Results: The results of the study show that students tend to rely on intuition, everyday empirical experience, and common sense. sense compared to critical evaluation based on scientific evidence in determining facts and opinions. Furthermore, students’ abilities in constructing claims, providing warrants, using scientific evidence, and considering rebuttals are still relatively low. This study also found that low levels of critical digital literacy affect students’ ability to verify information and recognize digital information bias. Conclusion: These findings highlight the urgent need to strengthen epistemological literacy, argumentative skills, and digital critical literacy in academic curricula to improve students’ scientific reasoning and information evaluation capabilities.
Developing a Problem-Based Learning Model Integrated with Socio-Scientific Issues to Enhance Pre-Service Primary Teachers’ Argumentation Skills: A Need Analysis Issaura Sherly Pamela; M. Rusdi; Asrial Asrial; Muhammad Haris Effendi Hasibuan
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.v4i4.3893

Abstract

Background. Argumentation skills are essential competencies in 21st-century science education, particularly for pre-service primary school teachers. However, students’ scientific argumentation skills remain relatively low, especially in constructing claims, using evidence, and providing scientific reasoning. Innovative learning models that integrate contextual and argumentative learning experiences are therefore needed in higher education. Purpose. This study analyzed the need for developing a Problem-Based Learning (PBL) model integrated with Socio-Scientific Issues (SSI) to enhance the argumentation skills of pre-service primary school teachers. Method. A descriptive survey design was employed involving 35 pre-service primary school teachers from Universitas Jambi and 5 lecturers teaching science education courses at several Indonesian universities. Data were collected using open-ended and close-ended questionnaires and analyzed through descriptive statistical analysis and qualitative categorization techniques. Results. Students perceived the current condition of science learning at a moderate level (M = 3.40), while lecturers reported a higher perception (M = 4.35), indicating that although science learning has provided discussion opportunities, it has not yet systematically supported students’ scientific argumentation skills. The integration of PBL and SSI in current instructional practices received high ratings from both groups (students: M = 4.18; lecturers: M = 4.48). Notably, the strongest agreement was found regarding the need to develop a PBL-SSI integrated model (students: M = 4.61; lecturers: M = 4.82), confirming a strong demand for a structured learning model to better support scientific argumentation among pre-service teachers. Conclusion. Developing a PBL-SSI integrated learning model is necessary to support the improvement of argumentation skills among pre-service primary school teachers. These findings serve as a foundation for designing innovative science learning models that promote scientific argumentation, critical thinking, and contextual learning in Indonesian higher education.
Narratives of Developing Authentic Assessment Instruments for Islamic Religious Education in Secondary Schools Through a Participatory ADDIE Approach Susanna Susanna; Jamaluddin Idris; Zainal Abidin
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.v4i3.3896

Abstract

Background. Authentic assessment has become a central component of the Merdeka Curriculum implementation in Indonesia, particularly in Islamic Religious Education (PAI), which emphasizes holistic student development across cognitive, affective, and psychomotor domains. Purpose. This study aimed to develop a valid and practical participatory-based module for developing authentic assessment instruments in secondary school PAI learning through the integration of the ADDIE model and participatory professional collaboration within the MGMP forum. Method. This study employed a Research and Development (R&D) design using the ADDIE model consisting of Analysis, Design, Development, Implementation, and Evaluation phases. The research involved 35 PAI teachers from 23 senior secondary schools in Nagan Raya Regency, Aceh Province. Results. The findings revealed that the developed module achieved an average expert validity score of 85% categorized as Very Valid and an average practicality score of 80% categorized as Practical. The participatory mechanism implemented through structured FGDs effectively positioned teachers and supervisors as active co-constructors in developing authentic assessment instruments that were contextual, relevant, and applicable to classroom practice. Conclusion. The integration of the ADDIE model with a participatory approach provides an effective framework for developing authentic assessment competencies among PAI teachers.
Storying Equality: Narrative-Based Critical Literacy in Online English Language Teaching as a Transformative Space for Gender Justice and Social Inclusion Gusti Nur Hafifah; Sofi Yunianti; Ari Setyorini
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.v4i4.3905

Abstract

Background. The low literacy skills among Indonesia students is the main problem. Purpose. Therefore, this study aims to analyze the digital materials that foster critical thinking while addressing social issues, such as social inclusion and gender equality and the research questions focus on the module’s feasibility, the integration of critical literacy and GESI (Gender Equality and Social Inclusion) strategies, and the module’s suitability from user perspectives. Method. Thus, it used ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) which guided the development process over eight months, involving five experts, three model teachers, and six classes with 180 junior high school students. Results. The research findings indicate that expert validation, teacher evaluation, and student readability assessments confirmed the Si-Moli module as a valid and feasible tool for promoting critical literacy and Gender Equality and Social Inclusion (GESI) in English language learning. Quantitative evaluation results showed that the module received a high level of acceptance from experts, teachers, and students, with an overall mean score of 4.62 out of 5 (92.4%), indicating that it was perceived as highly relevant, practical, and effective. Conclusion. The module received positive feedback from experts, teachers, and students, who highlighted its potential to engage learners with important social issues while enhancing their language skills. However, improvements in website functionality, accessibility, language simplicity, and visual design were recommended to further enhance its usability and effectiveness.

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