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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 264 Documents
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From Values to Practice: Narrative Accounts of Quality Culture Construction Through Islamic Principles and TQM in an Indonesian State Madrasah Fara Fariha Rodliyana; Agus Zaenul Fitri
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.v4i4.3968

Abstract

Background. Islamic educational institutions, especially madrasas, face increasing pressure to maintain academic quality while preserving their religious identity. MTsN 2 Tulungagung represents a case where Islamic values and modern management principles converge, yet empirical studies on systematically embedding transcendental values into quality management frameworks remain limited. Purpose. This study aims to examine the development of a quality culture at MTsN 2 Tulungagung by exploring how the Islamic principles Itqan (precision), Ihsan (excellence), and Amanah (trustworthiness) are integrated into contemporary management practices, and to assess the role of institutional leadership and evaluation mechanisms in sustaining quality improvement. Methods. A qualitative case study with descriptive-analytical orientation was employed, involving participatory observation, in-depth interviews with key informants including the principal, vice principal for curriculum affairs, teachers, administrative staff, school committee members, the Quality Assurance Unit (UPM), students, and parents and document review. Data were analyzed using the Miles, Huberman, and Saldaña framework of data reduction, thematic coding, narrative display, and interpretive conclusion drawing. Results. Embedding Islamic transcendental values into institutional practices strengthened intrinsic motivation among school members, promoted a stable quality culture, and facilitated collaborative working relationships. Transformational leadership combined with human resource development strategies supported staff engagement, while a monitoring and evaluation system based on the Plan-Do-Check-Act (PDCA) cycle reinforced continuous quality assurance. Conclusion. Developing a sustainable quality culture in madrasas requires balancing Islamic ethical values with systematic, evidence-informed management practices. The proposed MBMM-TQM model offers a conceptual framework applicable to madrasas with comparable characteristics, refined through expert review and a Focus Group Discussion. As it was developed from a single institutional setting, further studies across multiple madrasas are needed to examine its broader applicability.
Between Instruction and Internalization: Narrative Perspectives on Moral Learning Management, Teacher Practice, and Students’ Ethical Transformation in Indonesian Secondary Schools Dadang Sahroni; Jimatul Arrobi; Ratna Sukma Dewi
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.v4i4.3984

Abstract

Background. Moral learning has an important role in shaping students’ character, attitudes, and behavior. However, the success of moral learning is not only determined by the material taught but also by the teacher’s ability to manage the learning process in a directed, systematic, and sustainable manner. Therefore, the application of management functions in moral learning is essential to achieve optimal educational outcomes. Purpose. This study aims to analyze the implementation of management functions in moral learning as an effort to improve student learning outcomes. Method. This research employed a descriptive qualitative approach using a literature study method. Data were collected through the examination of books, journal articles, and previous studies relevant to learning management, moral education, and learning outcomes. The data were analyzed using content analysis by examining the concepts of planning, organizing, implementing, and evaluating in moral learning. Results. The findings indicate that management functions play a significant role in clarifying learning objectives, organizing learning resources and activities, directing the learning process, and evaluating students’ overall development. The effective implementation of these management functions contributes to improved learning outcomes in terms of students’ knowledge, attitudes, and behavior. Conclusion. Moral learning needs to be managed systematically through the application of management functions to achieve meaningful educational goals. Effective planning, organizing, implementation, and evaluation can enhance student learning outcomes and support character development. This study contributes to the development of Islamic education management, particularly in the management of moral learning oriented toward improving student learning outcomes.
The Comparing STEM-Integrated Problem-Based and Project-Based Learning in Enhancing Critical Thinking Skills of Madrasah Ibtidaiyah Students Fina Fakhriyah; Lu'luul Maknun; Khamdun Khamdun
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.v4i4.3987

Abstract

Background. Fostering students’ critical thinking skills is a paramount objective in modern education. While STEM-integrated approaches like Problem-Based Learning (PBL) and Project-Based Learning (PjBL) are widely endorsed, comparative evidence of their efficacy in unique educational contexts, such as Islamic primary schools (Madrasah Ibtidaiyah), remains scarce. Purpose. This study aimed to examine and compare the effectiveness of PBL-STEM and PjBL-STEM models in enhancing the critical thinking skills of Madrasah Ibtidaiyah students, and to assess the effects of problem-based learning-STEM and project-based learning-STEM on students’ critical thinking skills. Method. A quasi-experimental study employing a non-equivalent control group pretest-posttest design was conducted with two intervention groups. Data were analyzed using descriptive and inferential statistics. Results. The findings show that both models positively improved students’ critical thinking skills, with PJBL-STEM yielding a higher posttest mean score (84.58; N-Gain = 77.90%) than PBL-STEM (77.68; N-Gain = 66.77%), and the difference was statistically significant (p = 0.035), demonstrating the superior impact of the project-based approach. Conclusion. In conclusion, while both frameworks demonstrate pedagogical merit, PjBL-STEM exhibits superior efficacy in fostering students’ critical thinking. These empirical findings offer crucial pedagogical insights for primary educators optimizing STEM integration within Islamic elementary school curricula.
Learning Justice Through Practice: Narrative Accounts of Applied Faraidh Education and Islamic Inheritance Literacy Development Among Muslim Communities in Multicultural Jayapura City Hendra Yulia Rahman; Faisal Faisal; Vita Adhiana Suriano Koedoes; Susi Ani Nuzum Nikmah; Abdelhameed Mohammed Al-Badrawy Al Ramzy; Muhammad Faizur Rahman
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.v4i4.3998

Abstract

Background. Islamic inheritance literacy remains limited among Muslim communities in multicultural settings, contributing to misconceptions about faraidh, the persistence of customary inheritance practices, and the potential for family disputes. Purpose. This study aims to explore how applied faraidh education promotes Islamic inheritance literacy through practice-based learning and participatory educational experiences among Muslim communities in Jayapura City, Papua. Method. This study employed a qualitative community engagement approach using narrative inquiry to capture participants’ learning experiences throughout the educational program. Data were collected through in-depth interviews, participant observation, participatory discussions, educational workshops, and inheritance simulation exercises involving religious leaders, administrators of Islamic study groups, officials from the Office of Religious Affairs (KUA), and members of the Muslim community in Jayapura City. The data were analyzed thematically to identify patterns of learning, legal understanding, and perceived changes in inheritance literacy. Results. The findings demonstrate that applied faraidh education significantly enhanced participants’ understanding of Islamic inheritance principles, inheritance calculations, and the concept of distributive justice. Practical learning strategies including inheritance tables, family case simulations, and collaborative discussions enabled participants to transform abstract legal concepts into practical knowledge applicable to family life. Participants also reported greater confidence in resolving inheritance issues according to Islamic law while appreciating its role in strengthening family harmony and preventing potential conflicts within a multicultural society. Conclusion. This study concludes that learning justice through practice provides an effective community-based model for developing Islamic inheritance literacy. Beyond improving legal understanding, the educational approach fosters social awareness, strengthens confidence in applying Islamic inheritance law, and offers an innovative framework for community-based Islamic legal education in multicultural contexts.
The Influence of Quranic Education on Discipline and Responsibility Among Students at Integrated Islamic Elementary Schools in Rokan Hulu Regency Hamdi Pranata; Nofiardi Nofiardi; Salmi Wati; Elbina Mamla Sa’idah; Romi Maimori; Habibuddin Habibuddin; Sulaiman Sulaiman; Khairul Firdaus
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.v4i4.4017

Abstract

Background. Character formation in Islamic elementary education requires pedagogical practices that are not only instructional but also narrative, value-oriented, and behaviorally observable. In Islamic integrated schools, Qur’anic education functions as a narrative medium through which moral stories, religious meanings, teacher modeling, and daily routines are transmitted to students. Purpose. This study analyzed the predictive effect of Qur’anic educational narratives on students’ discipline and responsibility at SD IT Al-Bayan Islamic School, Tambusai District, Rokan Hulu Regency. Method. This study employed a quantitative explanatory survey design involving all 115 students (62 male, 53 female), using total sampling as the entire population was accessible. Data were collected via a five-point Likert questionnaire measuring Qur’anic educational narratives, discipline, and responsibility, analyzed using descriptive statistics, validity/reliability testing, normality and linearity tests, Pearson correlation, and simple linear regression. Results. Qur’anic educational narratives positively and significantly predicted students’ discipline (R = 0.522; R² = 0.273; p < .001) and responsibility (R = 0.388; R² = 0.151; p < .001). The predictive effect on discipline was stronger than on responsibility, indicating that routine, teacher-guided, narratively reinforced Qur’anic practices more directly shape punctuality, rule obedience, orderly participation, and task completion. Conclusion. Qur’anic educational narratives serve as a measurable narrative-based character-building strategy strengthening discipline and responsibility through recitation, storytelling, teacher modeling, and behavioral evaluation, implying that programs should connect religious routines with observable character indicators.
How Sufism-Based Pesantren Education Shapes Moral Identity and Resilience Against Radicalisation Among Young Muslims in Indonesia’s Digital Era Muhamad Imam Pamungkas; Andre Iman Syafrony; Md. Nazmul Islam
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.v4i4.4046

Abstract

Background. The radicalisation of young Muslims in the digital era has become increasingly complex due to the rapid dissemination of ideological narratives through digital platforms. While previous studies have examined digital radicalisation, pesantren education, and Sufism separately, limited attention has been given to how Sufism-based pesantren education contributes to developing young Muslims' moral identity and ideological resilience against radical ideologies. Purpose. This study aims to analyse how Sufism-based pesantren education shapes moral identity and ideological resilience as a conceptual mechanism for preventing radicalisation among young Muslims in Indonesia's digital era. Method. This study employed a qualitative library research approach. Relevant literature on pesantren education, Sufism, Islamic education, digital radicalisation, religious moderation, and digital literacy was collected from authoritative academic sources and analysed using descriptive thematic analysis to identify conceptual patterns and relationships. Results. The findings demonstrate that Sufism-based pesantren education contributes to preventing radicalisation through the internalisation of core Sufi values, particularly muhasabah (self-introspection), muraqabah (awareness of Allah's supervision), tawadhu' (humility), sabr (patience), mahabbah (love), and self-control. These values are cultivated through character education, moral habituation, exemplary leadership of kiai, dialogical teacher–student relationships, and communal life within pesantren. The internalisation of these values strengthens students' moral identity, which subsequently develops ideological resilience characterised by critical judgement, moderation, empathy, and resistance to extremist narratives in digital environments. Conclusion. This study proposes that Sufism-based pesantren education should be understood not merely as religious instruction but as a holistic educational framework that integrates moral-spiritual formation with digital literacy to strengthen young Muslims' resilience against digital radicalisation. These findings contribute a conceptual model linking Sufi values, moral identity, ideological resilience, and radicalisation prevention within contemporary Islamic education.
Integrating Islamic Values into Virtual Reality-Based Islamic Religious Education: A Qualitative Literature Review Faradila Amri; Mahfud Harim; Tarmizi Abbas
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.v4i4.4099

Abstract

Background. Although Virtual Reality (VR) has increasingly been applied to religious and Islamic education, existing studies remain fragmented across specific applications, technological affordances, and individual learning outcomes, without integrating pedagogical, spiritual, ethical, epistemological, teacher-guidance, and content-validation dimensions into a coherent framework for Islamic Religious Education. Purpose. This study aims to analyze the integration of Islamic values into VR-based education and develop an integrative conceptual framework for Islamic Religious Education, focusing on its pedagogical potential, forms of value internalization, and implementation challenges. Methods. This study used a qualitative literature review of 24 academic sources related to Islamic Religious Education, digital pedagogy, immersive learning, and VR in religious education. Literature selection followed a PRISMA-informed process of identification, screening, eligibility assessment, and inclusion, analyzed thematically to identify codes concerning experiential learning, value internalization, ethical and epistemological representation, teacher orchestration, and implementation conditions. Results. Findings show that VR can support the internalization of Islamic values when immersive experiences are deliberately connected to religiously valid content, pedagogical guidance, and reflective learning. Thematic synthesis generated a five-component framework: Islamic value orientation, religious content validation, immersive experience design, teacher orchestration, and reflective evaluation. VR enables students to observe, analyze, reflect on, and connect Islamic concepts with real-life contexts, though its value depends on theological integrity, ethical representation, accessibility, technological readiness, teacher competence, and institutional support. Conclusions. VR should be understood not merely as technological innovation but as a pedagogical medium aligned with Islamic epistemology, ethics, and spiritual goals. The review positions value orientation, content validation, immersive design, teacher mediation, and reflective evaluation as interconnected conditions for responsible VR integration in Islamic Religious Education.
Enhancing Mathematical Communication Skills in Linear Algebra Through the Talking Stick Learning Model Vivianti Vivianti; Dwi Ratnawati; Oktavia Hardiyantari; Dian Wahyuningsih
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.v4i4.4107

Abstract

Background. Mathematical communication competence is essential for Information Technology Education students, particularly in articulating linear algebra concepts underlying core IT domains such as data structures, algorithms, and programming. Purpose. This study examines changes in students’ mathematical communication skills and learning outcomes following implementation of the Talking Stick method, integrated with Flippity a digital random name picker in a Linear Algebra and Matrix course focusing on solving Linear Systems of Equations using Elementary Row Operations. Method. This study employed a pre-experimental one-group pretest–posttest design supported by classroom observation, measuring learning outcomes via pretest and posttest instruments. Data were analyzed using a paired-samples t-test and normalized gain (N-gain) analysis, with observational data analyzed descriptively. The study involved 18 undergraduate students in the Linear Algebra and Matrix course, selected through total sampling. Results. Observations indicate that the Talking Stick model fosters an active classroom atmosphere, peer interaction, and engagement. Statistical testing revealed a significant difference between pretest and posttest scores in mathematical communication ability (t(17) = ?4.826, p < .001), with the mean increasing from 2.5139 to 3.1028 and a large effect size (Cohen's d = 1.14), alongside a high N-gain of 0.898 in solving Linear Equation Systems through Elementary Row Operations. Conclusion. This research concludes that communication-based teaching-learning strengthens mathematical understanding and communication competencies among pre-service IT teachers through active explanation and classroom interaction.
Local Wisdom-Based Cross-Cultural Education Model: Interfaith Tolerance and Sociocultural Resilience in the Ngadas Indeigenous Community Mifdal Zusron Alfaqi; Alfian Fawaidil Wafa; Aprilianata Aprilianata; Alice Sabrina Bin Ismail
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.v4i4.4110

Abstract

Background. Formal tolerance education often fails to build social cohesion, as text-based methods rarely connect with community life. Indigenous communities show natural interfaith tolerance through local wisdom, yet the literature lacks a systematic framework explaining how such traditions function as structured, informal learning models. Purpose. This study examines interfaith tolerance in the Ngadas community as a model for cross-cultural education, exploring how tolerance is transmitted and sustains cohesion in multireligious society. It develops a conceptual model of indigenous wisdom as a mechanism for sociocultural resilience. Method. Using a qualitative single-case design within a social constructivist paradigm, this study was conducted among the Ngadas community in Malang, East Java, Indonesia. Six months of fieldwork combined participant observation with semi-structured interviews involving 15 purposively selected key informants traditional leaders, religious representatives, and villagers supported by socio-cultural documentation, analyzed using Miles, Huberman, and Saldaña's (2014) interactive model. Results. Tolerance in Ngadas is cultivated through layered educational processes anchored in two local concepts: titiluri (following ancestral wisdom) and ageman (separating custom from personal belief). These values are reinforced through rituals like Kasada, Karo, and Entas-Entas, and through daily social life, producing a cross-cultural learning ecosystem in which ritual adaptation and informal spaces transform tolerance into a lived habitus, fostering interfaith trust and intergenerational value transmission. Conclusion. Indigenous wisdom offers a measurable foundation for sociocultural resilience. This study advances cross-cultural education theory by proposing a participatory learning model, showing that structural social spaces and communal involvement embed diversity values more effectively than formal classroom instruction, informing community-based approaches to national educational policy.
Innovative Learning Design Using the Traditional Bakiak Game to Optimize Interpersonal Intelligence in Early Childhood: A Pre-Experimental Study Riza Oktariana; Helnita Helnita; Raudha Meutia; Fitriah Hayati; Nurummi Salsabila; Arifa Yasira; Amelia Putri
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.v4i4.4149

Abstract

Background. Interpersonal intelligence is a critical yet often overlooked dimension of early childhood development, as many early childhood education practices continue to emphasize academic readiness over social and interpersonal skills. Traditional games such as bakiak, which require coordination and communication among children, offer a culturally grounded medium for fostering this intelligence, yet their use in early childhood education remains limited. Purpose. This study aims to assess how an innovative learning design based on the traditional bakiak game influences children’s interpersonal intelligence. Method. This research employed a quantitative approach using a one-group pretest-posttest design, conducted at TK Khairani Aceh Besar in Lubok Batee Village, Ingin Jaya District, Aceh Besar Regency, from January 15 to April 15, 2026. The participants were 44 children from Group B, selected through purposive sampling. Data were collected using a structured observation checklist and a Likert-scale rating instrument covering cooperation, communication, and empathy, and analyzed using descriptive statistics and a paired sample t-test. Results. The mean interpersonal intelligence score increased from 56.0 (pretest) to 82.7 (posttest), a gain of 26.7 points, with a moderate-to-high normalized gain score (g = 0.61) and an average improvement of 47.6%. Conclusion. The traditional bakiak game positively and significantly enhances the interpersonal intelligence of early childhood learners, particularly in cooperation, communication, and empathy, supporting its integration as a culturally relevant learning strategy in early childhood education.

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