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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 294 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.
Constructing Leadership Narratives: Integrating Digital Literacy, EMIS Knowledge, and Value-Based Decision-Making in Islamic Educational Leadership Yundri Akhyar; Wirda Ningsih; Eli Sutrawati; Mohamed Lahby
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.v4i4.3514

Abstract

Background. In the digital era, educational leadership increasingly requires the ability to utilize digital technologies and information systems effectively. In Islamic education institutions, principals are expected to possess adequate digital literacy and a strong understanding of the Education Management Information System (EMIS) to support accurate and timely decision-making processes. Purpose. This study aims to examine the influence of principals’ digital literacy and knowledge of Education Management Information Systems (EMIS) on decision-making processes in Islamic education institutions. Method. A quantitative approach was employed using survey data collected from 178 principals of Islamic education institutions in Riau Province, Indonesia. The data were analyzed using descriptive statistics and multiple regression analysis to test the proposed hypotheses. Results. The findings reveal that both digital literacy and EMIS knowledge significantly influence principals’ decision-making processes. Digital literacy demonstrates a stronger effect compared to EMIS knowledge. Furthermore, both variables jointly contribute substantially to explaining the variance in decision-making effectiveness among principals. Conclusion. This study highlights the importance of integrating digital competencies and system-based knowledge in educational leadership. Strengthening principals’ digital literacy and enhancing their ability to utilize EMIS can improve the effectiveness and quality of decision-making processes in Islamic education institutions.
Project-Based Learning Using Animation Media to Enhance Arabic Speaking Skills in Pre-Service Teachers Dian Ekawati; Ahmad Arifin; Iqmal Wahyudi
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.v4i4.3666

Abstract

Background: Arabic language learning at the university level frequently encounters persistent challenges in cultivating authentic communicative competence due to the sustained reliance on monotonous instructional methods. Although the integration of audio-visual media has been extensively researched within applied linguistics, empirical studies exploring the independent production of animated videos by university students as a mechanism for cognitive stimulation regarding creativity and speaking proficiency remain critically limited. Purpose: This research aims to investigate the specific empirical effects of a Project-Based Learning (PjBL) strategy, directly integrated with animated digital video production, on the concurrent development of students' creativity and their Arabic speaking skills (maharah al-kalam). Methods: Employing a robust quasi-experimental research design, this study engaged a population of 127 university students enrolled in the Islamic Primary Education Teacher (PGMI) program. The participants were divided into an experimental cohort (n=58) subjected to the PjBL animated video intervention, and a control cohort (n=69) receiving traditional instruction. Data were rigorously collected utilizing a validated creativity assessment rubric alongside a structured speaking performance test. Results: Independent samples t-test statistical analyses revealed that the PjBL strategy coupled with animated video production significantly enhanced student creativity, t(58)=3.42, p<0.01, d=0.88, as well as their Arabic speaking competence, t(58)=2.95, p<0.01, d=0.76. The reported Cohen’s d effect size values demonstrate that the intervention possessed a large, highly substantial, and practically significant impact on accelerating both measured dependent variables. Conclusions: The findings provide definitive empirical evidence that actively transforming students from media consumers into independent producers of digital content is an exceptionally effective instructional strategy. This multimedia-driven PjBL approach proves to be a powerful catalyst for accelerating foreign language communicative competencies and fostering creative faculties essential in the modern digital educational era.
Empowering High School Students through Differentiated Learning in Economics Education: Evidence from Indonesia’s Independent Curriculum Putri Ulfa Kamalia; Santa Aulia Devi Rachmadhani; Riza Yonisa Kurniawan; Mohamad Arief Rafsanjani; Mohamad Zuber Abd Majid
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.v4i4.3777

Abstract

Background. Economic education is expected not only to improve students’ academic achievement but also to empower learners to become active, independent, and responsible decision-makers. Although differentiated learning has been widely recognized as a learner-centered instructional approach, empirical evidence regarding its contribution to student empowerment in economics education, particularly within Indonesia’s Independent Curriculum, remains limited. Purpose. This study aimed to examine the effect of differentiated learning on students’ learning outcomes while demonstrating its role as an instructional approach for empowering high school students in economics education. Method. This study employed a quantitative approach using a quasi-experimental design with a nonequivalent control group. The participants were tenth-grade students from a public senior high school in Indonesia. Data were collected through pre-test and post-test assessments and analyzed using descriptive and inferential statistical techniques. Results. The findings revealed that students who participated in differentiated learning achieved significantly higher learning outcomes than those who received conventional instruction. The learning process also promoted greater student engagement, collaboration, and active participation, indicating that differentiated learning supports both academic achievement and student empowerment in economics education. Conclusion. Differentiated learning is an effective instructional approach for improving students’ learning outcomes while fostering empowerment-oriented learning environments. The findings contribute to the growing body of knowledge on differentiated instruction by providing empirical evidence from economics education within Indonesia’s Independent Curriculum and offer practical implications for teachers seeking to implement more inclusive and student-centered learning practices
Narrative-Based Islamic Counseling: A Ruhiological Perspective in Islamic Educational Psychology Achmad Ushuluddin; Mohammad Affan; Moehammad Reza Arfiansyah; Shushilil Azam bin Shuib
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.v4i4.3834

Abstract

Background. University students increasingly experience anxiety, emotional exhaustion, fragile self-worth, and existential uncertainty. Narrative counseling supports meaning-making and identity reconstruction but remains grounded in secular humanistic paradigms, while Islamic counseling emphasizes spiritual guidance without systematic narrative reconstruction. This gap highlights the need for an integrative framework bridging psychological meaning-making and Islamic spiritual consciousness. Purpose. This study explored how narrative-based Islamic counseling, grounded in a ruhiological perspective, facilitates students’ psychological and spiritual transformation by reconstructing self-meaning and awakening ruh consciousness. Method. A qualitative narrative inquiry was conducted with three university students experiencing academic anxiety, emotional exhaustion, fear of rejection, and people-pleasing tendencies. Data were collected through narrative-based Islamic counseling sessions, reflective dialogues, counseling notes, and participant reflections, following six ruhiological stages, and analyzed using thematic narrative analysis. Results. Four themes emerged: fragile self-worth shaped by external validation; narrative reflection as meaning reconstruction; awakening of ruh consciousness through spiritual reflection and reconnection with God; and a Ruhiological Narrative Transformation Model describing the shift from externally driven identities toward spiritually grounded selfhood. Participants showed greater existential clarity, emotional resilience, and spiritually rooted self-understanding. Conclusion. This study introduces a Ruhiological Narrative Counseling framework integrating narrative inquiry, Islamic psychology, and Ruhiology, positioned as a paradigm of consciousness enabling reconstruction through ruh awakening. The model offers a practical roadmap for Islamic educational psychology addressing students’ anxiety, identity conflicts, and existential crises.
Understanding Teacher Performance: The Roles of Professional Competence, Work Motivation, and Academic Supervision in Indonesia Vocational Schools Matheus Rahwantyo Nugroho; Widya Kusumaningsih; Harjito Harjito; Gregg O. Siat
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.v4i4.3908

Abstract

Background. Teacher performance is essential for improving educational quality, particularly in vocational schools expected to prepare graduates who meet industry demands. Although previous studies have examined professional competence, work motivation, and academic supervision, limited evidence explains their combined contribution to teacher performance in Indonesian private vocational schools. Purpose. This study examined the effects of professional competence, work motivation, and academic supervision on teacher performance among teachers in Private Vocational High Schools in Sub Rayon 4, Semarang City. Method. A quantitative survey was conducted involving a population of 205 teachers, from which 135 respondents were selected using proportionate sampling based on the Slovin formula. Data were collected through validated questionnaires and analyzed using descriptive statistics and multiple linear regression. Results. Professional competence, work motivation, and academic supervision each positively influenced teacher performance, while their combined effects provided a stronger explanation of teacher performance than any single factor alone. The findings indicate that teacher performance is enhanced through the interaction between individual professional capacity and continuous organizational support, particularly academic supervision that facilitates professional learning and instructional improvement. Conclusion. This study contributes to educational management by demonstrating that teacher performance in private vocational schools is shaped by both individual and organizational factors. The findings imply that policymakers and school leaders should integrate continuous professional development, motivational support, and structured academic supervision to strengthen instructional quality and improve vocational education outcomes.
Panca Waluya as Narrative Pedagogy: A Hermeneutic Reconstruction of Character Education Values in the Pandawa-Kurawa Tradition of Wayang Bratayuda Ade Sutisna; Bunyamin Maftuh; Yadi Ruyadi; Momod Abdul Somad
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.v4i4.3920

Abstract

Background. Contemporary character education faces growing challenges in addressing moral complexity, social fragmentation, and declining ethical awareness among young people. Approaches relying on value transmission offer limited space for reflective engagement with moral dilemmas, whereas cultural narratives offer a meaningful pedagogical space for cultivating moral imagination, ethical reasoning, empathy, and responsible action. Purpose. This study aims to reconstruct Panca Waluya as a culturally grounded framework of narrative pedagogy through a hermeneutic interpretation of the Pandawa-Kurawa narrative in Bratayuda, examining its theoretical and pedagogical relevance for contemporary character education. Method. Employing a qualitative approach within an interpretive paradigm, the study used cultural hermeneutics informed by Ricoeur and Gadamer, with Bratayuda by R. Ng. Kartapraja as primary source. Five focal narrative units containing moral conflicts and reflective judgment were purposively selected and analyzed through contextual reading, hermeneutic interpretation, Panca Waluya categorization, and theoretical synthesis, with credibility strengthened through reflexivity and peer debriefing. Results. The analysis reconstructed five interconnected character dimensions Cageur (self-regulation), Bageur (empathy), Bener (integrity and justice), Pinter (ethical reasoning), and Singer (practical wisdom) that mutually reinforce one another rather than forming a fixed hierarchy, showing conceptual affinities with contemporary perspectives on moral functioning and narrative pedagogy. Conclusion. The Pandawa-Kurawa narrative functions as narrative pedagogy in which moral dilemmas are interpreted reflectively rather than transmitted as prescriptions, offering a conceptual and hermeneutic foundation for culturally responsive character education.

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