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Adam Mudinillah
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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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Spiritual Acceptance, Role Transition, and Internalised Paternal Values: Phenomenological Narratives of Self-Esteem Reconstruction Among Fatherless Young Adults and Implications for Bereavement Education in Indonesia Adiya Alifa Yuniar; Nurul Intan Willyanti; Fitriani Zuhrotin; Ninawati Ninawati
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.v4i4.3963

Abstract

Background. Paternal death during early adulthood disrupts a central relational anchor of self-esteem at a developmental stage that already demands identity consolidation and role independence. Indonesian government data document a substantial population of orphaned children and single-parent households, yet how young adults who lose fathers to death specifically reconstruct self-esteem within Indonesia’s Islamic, collectivist cultural setting remains sparsely documented in the phenomenological literature. Purpose. This study offers a grounded, in-depth account of the self-esteem reconstruction process among three Indonesian young adults (ages 19 to 29) bereaved of their fathers, focusing on the mechanisms rather than only the outcomes of this process. Method. A descriptive phenomenological design was used. Three purposively selected participants domiciled in Banjarmasin, Jakarta, and Cimahi took part in semi-structured, in-depth online interviews; four researchers coded independently before reaching consensus. Trustworthiness was supported by member checking, triangulation with field notes, and an audit trail. Results. Seven themes emerged: emotional dynamics and empathy, spiritual self-acceptance, responsibility and independence, new prosocial life purpose, father as an internalised role model, paternal recognition as a self-worth anchor, and emotional regulation difficulties. Conclusion. Within the scope of this three-participant study, the findings suggest that spiritual meaning-making may function as a culturally specific restoration mechanism within the Dual Process Model, that ante-mortem paternal recognition can operate as an intrapsychic self-esteem buffer, and that gender role expectations shape how role transitions after paternal bereavement affect self-esteem. These patterns are offered as analytically transferable propositions for a specific cultural context rather than as generalisable claims.
From Distraction to Dialogue: A Narrative Analysis of Classroom Management as an Act of Co-Constructing Mutual Respect Laila Ngindana Zulfa; Sota Yamamoto; Aung Myint
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.v4i3.3964

Abstract

Background. Classroom disruptions are often addressed through punitive or authoritarian strategies that suppress student agency rather than foster meaningful engagement. The prevailing discourse frames classroom management as a mechanism of control, largely neglecting its relational and dialogic dimensions. This study departs from that reductive view by examining how teachers and students collectively negotiate behavioral norms through sustained communicative interaction. Purpose. This study aims to explore how classroom management practices function as a co-constructive process through which mutual respect is dialogically produced between teachers and students. Method. A narrative inquiry design was employed, drawing on in-depth interviews, classroom observations, and reflective journals from six secondary school teachers across diverse institutional contexts. Data were analyzed through thematic narrative analysis, attending to relational episodes, turning points, and discursive patterns. Results. Findings reveal that effective classroom management transcends behavioral correction; it emerges as an ongoing, intersubjective dialogue in which teachers reframe disruptions as opportunities for relational repair and mutual recognition. Three narrative patterns were identified: repositioning authority through empathetic listening, transforming conflict into collaborative problem-solving, and sustaining respect through consistent communicative reciprocity. Conclusion. Classroom management, when approached dialogically, serves as a pedagogical act of co-constructing mutual respect rather than enforcing compliance. These findings call for a paradigmatic shift in teacher education toward relational and dialogic competencies.
A Narrative Review of Entrepreneurship Education Assessment in Vocational High Schools in Pekanbaru Putri Ramadani; Sumarno Sumarno; Fenny Trisnawati
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.v4i3.3965

Abstract

Background. Entrepreneurship learning demands students’ ability to design, manage, and evaluate real business activities, requiring assessment systems capable of measuring entrepreneurial competence comprehensively and authentically. Purpose. This study analyzes the form, type, and instruments used in entrepreneurship assessment at Pekanbaru Vocational Schools, evaluates how holistically assessments reflect entrepreneurial competence, and examines the validity and reliability of instruments used. Method. A mixed-methods sequential explanatory design was employed across four vocational schools (SMK Negeri A–D, Pekanbaru). Data were collected via teacher questionnaires, documentation studies of learning tools, assessment results, and semi-structured interviews. Content validity was tested using Aiken’s V through expert judgment; criterion validity using Pearson Product Moment correlation both conducted only at two state schools, as private schools lacked independently compiled instrument documents. Reliability testing via Split-Half (Spearman-Brown) could not be implemented at any school due to unavailability of raw item-level score data, itself a substantive finding on assessment governance. Results. A significant decoupling emerged between high teacher questionnaire scores (84%–96%) and limited documentary evidence availability (0%). Content validity was satisfactory (Aiken’s V = 0.71–0.98). Criterion validity was confirmed only at SMKN A (r = 0.843; p = 0.000), while SMKN B was invalid (r = 0.010; p = 0.956) due to content misalignment. Conclusion. Entrepreneurship assessment practices at Pekanbaru vocational schools remain suboptimal. State schools face technical-pedagogical barriers; private schools face additional structural-managerial constraints preventing independent instrument documentation. Strengthening assessment data governance and instrument alignment is urgently needed.
Character Is Caught, Not Taught: Narrative Inquiry into How Santri Experience Moral Formation, Kiai Authority, and Character Education in Indonesian Pesantren Husna Nashihin; La Hadisi; Sugito Sugito; Aris Munandar; Zulkifli Musthan; Anzar Aquil
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.v4i4.4227

Abstract

Background. The study is motivated by the increasing attention to character education as a response to moral crises, social transformation, and challenges of Islamic education in the digital era. Purpose. This study aims to analyze the development of scientific publications on character education in Islamic boarding schools during the 2016–2025 period through a bibliometric approach. Method. The research employed a bibliometric method using data obtained from the Scopus database. Data collection was conducted using keywords related to character education, moral education, pesantren, Islamic boarding school, and Islamic education. After the screening process based on publication year, document type, and language, 111 documents were selected and analyzed using VOSviewer software. Results. The findings reveal that publications on character education in pesantren increased significantly after 2020 and reached their peak during 2024–2025. Research themes evolved from normative approaches toward more multidisciplinary issues such as religious moderation, anti-bullying, digital transformation, and entrepreneurship. Indonesia emerged as the dominant contributor to publications in this field, accounting for approximately 90% of the analyzed documents. Conclusion. This study contributes by providing a scientific mapping of research trends, collaboration networks, and future research opportunities related to character education in Islamic boarding schools based on a predominantly Indonesian research landscape indexed in Scopus. The findings confirm that pesantren-based character education holds a strategic role in the development of contemporary Islamic education while highlighting opportunities for broader international collaboration and comparative research.

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