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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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Utilization of the Let’s Read Application for Slow Learners: A Qualitative Study at Bina Mustika Kindergarten, Tarakan City Retno Widiastuty; Husamah Husamah; Arina Restian
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.v4i4.4155

Abstract

Background. Inclusive education requires integrating digital media with responsive pedagogy to accommodate diverse learning needs. For slow learners, conventional teacher-centered approaches may provide limited opportunities for sustained attention, participation, and communication, creating a need for adaptive learning media. Purpose. This study scrutinizes the use of the Let’s Read application in learning for slow learners at Bina Mustika Kindergarten in Tarakan City, focusing on its implementation process, the teacher’s role, children’s learning experiences, and the obstacles and strategies involved in its use. Method. This study employed a qualitative descriptive approach. Data were collected through direct classroom observations and semi-structured interviews with teachers and analyzed descriptively to identify patterns in implementation and the learning process. Results. Teachers used Let’s Read through digital stories, illustrations, questioning, and story retelling. Teachers adapted materials, guided activities, and provided individual support. Children showed varied attention, participation, comprehension, and communication. Key obstacles included differences in attention, language, comprehension, memory, and confidence. Teachers addressed these challenges through repetition, simplified explanations, visual cues, questioning, and individualized assistance. Conclusion. Let’s Read provides opportunities to support learning experiences among slow learners, but its use cannot be separated from responsive teacher mediation. In sum, the study contributes to inclusive early childhood education by showing that digital storytelling can support learning beyond literacy when combined with differentiated instruction and attention to individual learning needs.
Production-Embedded Curriculum Enactment and Meaning-Making in Teaching Factory: An Interpretive Case Study of Shrimp Aquaculture Vocational Education in Indonesia Dani Darmawan; Dedy Achmad Kurniady; Aan Komariah; Taufani C Kurniatun
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.v4i4.4205

Abstract

Background. Teaching Factory has been widely promoted as a strategy for strengthening school–industry linkages in vocational education, yet it is often understood primarily through competency alignment and procedural replication. In production-intensive sectors such as shrimp aquaculture, curriculum relevance depends not only on formal alignment but also on learners’ participation in real production systems shaped by technological standards, biological cycles, quality regimes, contractual arrangements, and market timing. Purpose. This study examines how Teaching Factory functions as a production-embedded mechanism of curriculum enactment in an Indonesian vocational secondary school located within a shrimp aquaculture ecosystem. Method. An interpretive qualitative case study design was employed. Data were collected through semi-structured interviews, direct observations, and institutional document analysis conducted across one complete shrimp cultivation cycle. Results. The findings show that the Teaching Factory operates as an embedded production and economic unit rather than a simulated workshop. Curriculum standards are enacted through full-cycle shrimp cultivation, distributed school–industry roles, technological upgrading, contractual harvesting arrangements, and market-based quality requirements. Curriculum relevance is therefore produced through operational embeddedness rather than formal alignment alone. Conclusion. By conceptualizing Teaching Factory as a mediating infrastructure between curriculum policy, industry governance, technological practice, and regional commodity production, this study contributes to vocational curriculum scholarship and offers a context-sensitive account of curriculum relevance in production-intensive TVET settings.
Public Perceptions of Madrasah in Indonesia: Evidence from YouTube Comments Ahmad Yunus Mokoginta Harahap; Awal Kurnia Putra Nasution; Maimanah Angkat; Hendriyanto Bujangga; Haruto Takahashi
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.v4i4.4269

Abstract

Background. Public perceptions of educational institutions are increasingly shaped through digital communication and social media interactions. Although previous studies have examined institutional reputation, educational branding, and public perceptions of madrasahs, limited attention has been given to understanding how these perceptions emerge through naturally occurring digital public discourse. Purpose. This study aimed to investigate public perceptions of madrasahs in Indonesia by examining how YouTube users construct and negotiate perceptions of Islamic educational institutions through online discussions. It also sought to develop an analytical framework for understanding the multidimensional nature of public perceptions in digital environments. Method. A qualitative research design employing qualitative content analysis and reflexive thematic analysis was adopted. The dataset comprised 1,471 publicly available YouTube comments collected from nine videos representing four discourse contexts: institutional image and reputation, teacher welfare and educational policy, school choice and educational decision-making, and educational achievement and innovation. Results. The findings revealed that public perceptions of madrasahs are multidimensional and organized into four interconnected domains: institutional reputation and academic excellence, educational choice and future aspirations, teacher welfare and educational justice, and digital transformation and global aspirations. The analysis further demonstrated that YouTube comments function as participatory spaces where institutional legitimacy, educational aspirations, policy debates, and collective expectations are continuously co-constructed through user-generated interactions rather than institutional communication alone. Conclusion. This study contributes to the literature by introducing YouTube comments as a valuable source of naturally occurring public discourse for investigating public perceptions of Islamic educational institutions. It also proposes a four-domain analytical framework that extends existing research on public perceptions and demonstrates how social media contributes to the co-construction of institutional reputation and public trust in the digital era. These findings provide theoretical, methodological, and practical insights into the evolving relationship between digital communication and Islamic education in contemporary Indonesia.
The Effect of Educational Institution Differences on the Metacognitive Awareness of Mathematics Education University Students in Indonesia Zainal Abidin; Aiyub Aiyub; Khairatul Ulya
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.v4i4.4299

Abstract

Background. Metacognitive awareness concerns how students plan, monitor, and evaluate their thinking during mathematical problem solving. Evidence from Indonesian higher education remains limited, particularly across the two public university systems represented by State Islamic Religious Higher Education Institutions (PTKIN) and State Public Higher Education Institutions (PTUN). Purpose. This study compared the metacognitive awareness of mathematics education students enrolled in PTKIN and PTUN institutions and used lecturer interviews to examine curricular and instructional explanations for the observed pattern. The longer-term aim is to inform curriculum review and metacognitive support across both systems. Method. An explanatory sequential mixed-methods design was used. The quantitative phase involved 746 final-semester mathematics education students from 18 Indonesian institutions (402 from PTKIN and 344 from PTUN) who completed the 52-item Metacognitive Awareness Inventory (MAI). Group means were compared with an independent-samples t-test after assumption checks. Follow-up semi-structured interviews with lecturers and program leaders were organized around curriculum and learning-process themes. Results. The PTKIN and PTUN groups had similar mean scores (5.2434 and 5.2552, respectively), and the independent-samples t-test showed no statistically significant difference, t(744) = -0.061, p = .951. Interview participants described substantial overlap in core mathematics and pedagogy courses and in practices used to support problem solving. Institutional affiliation was the only quantitative grouping variable tested; student-level predictors were not ranked. Conclusion. Administrative affiliation alone did not distinguish students' metacognitive awareness in this sample. Programs in both systems should assess and teach metacognitive processes explicitly instead of treating institutional type as a proxy for students' learning needs.
The Epistemological Basis of The Heart as an Instrument of Science From the Perspective of the Qur'an and Tasawuf Irfan Musadat; Agus Maimun; Sutaman; Fauzan Zenrif
International Journal of Educational Narratives Vol. 4 No. 5 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i5.3850

Abstract

Background. Modern epistemology often emphasizes rationality and empirical observation as the primary foundations of knowledge, whereas Islamic epistemology recognizes additional dimensions of knowing that involve spiritual and transcendental faculties. Within this framework, the qalb (heart) occupies an important position as a means of apprehending realities that cannot be fully reached through reason and sensory experience alone. Purpose. This study aims to examine the epistemological foundations of the qalb as an instrument of knowledge from the perspective of the Qur’an through the maudhu‘i (thematic exegesis) paradigm, complemented by the thoughts of prominent Sufi scholars, particularly Al-Ghazali and Ibn Arabi. Method. This study employs a qualitative–philosophical approach based on library research. Qur’anic verses related to the qalb, knowledge, understanding, and spiritual awareness are examined thematically and interpreted in relation to relevant concepts developed in classical Sufi thought. The analysis focuses on identifying the epistemological function of the qalb and its relationship with rational, spiritual, and transcendental dimensions of knowledge. Results. The findings demonstrate that, from a Qur’anic perspective, the qalb is not merely associated with emotion but also functions as an epistemological faculty capable of understanding, reflecting, and apprehending spiritual and transcendent realities. Conclusion. The study concludes that the qalb constitutes an important epistemological instrument in Islam that complements rational and empirical faculties. Its integration into Islamic epistemology provides a holistic framework that unites intellectual, spiritual, and transcendental dimensions in the pursuit of knowledge.
Development of a Digital Narrative Learning Model Based on Social Emotional Learning Using Interactive Flat Panel for Bullying Prevention in Early Childhood Education Mariana Panji Ramadan; Gina Asri Ruwaida; Yossi Srianita; Nabilah Aryani; Haniatul Hilali Nurfazriah
International Journal of Educational Narratives Vol. 4 No. 5 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i5.4075

Abstract

Background. Bullying prevention in early childhood education requires structured, concrete, and developmentally appropriate learning experiences that help children recognize emotions, understand peers’ feelings, and choose prosocial actions. Social Emotional Learning (SEL) provides a relevant pedagogical foundation for strengthening anti-bullying behavior, while Interactive Flat Panel (IFP) offers opportunities to present visual, narrative, and interactive digital learning activities. Purpose. This study aimed to develop a digital narrative learning model based on Social Emotional Learning using Interactive Flat Panel and to examine its feasibility, practicality, and initial effectiveness for bullying prevention in early childhood education. Method. This study employed a Research and Development design using the ADDIE model. The analysis stage involved a needs survey of 47 kindergarten teachers, initial classroom observations, and interviews with teachers and parents. The limited implementation trial involved 95 children and 5 teachers from five kindergartens in West Java, Indonesia. The developed model was supported by digital flashcards, animated videos, digital storytelling, digital board books, and educational games. Data were collected using expert validation sheets, teacher response questionnaires, learning observations, and children’s anti-bullying behavior observation sheets. Quantitative data were analyzed using Aiken’s V, descriptive statistics, MSI transformation, normality testing, paired-sample t-test, and N-Gain. Results. The validation results showed that the model, instruments, and digital products were feasible to highly feasible, with Aiken’s V values ranging from 0.78 to 0.97. Children’s anti-bullying behavior scores increased from 26.13 in the pretest to 46.05 in the posttest, with a mean N-Gain of 0.367 in the moderate category. The paired-sample t-test showed a significant difference between pretest and posttest scores, t(94) = 25.38, p < 0.001. Teacher responses indicated that the model was practical, with an average practicality score of 81.25%. Conclusion. The developed model provides a feasible, practical, and initially effective approach to strengthening anti-bullying behavior in early childhood education through SEL-based interactive digital narrative learning. Further large-scale trials are needed to examine its broader effectiveness and adaptability.
Re-writing Character: A Narrative Analysis of Moral Development in Modern Educational Settings Hasyim Mahmud Wantu; Sri Nur Rahmi; Lusiana Rahmadani Putri; Amin Zaki
International Journal of Educational Narratives Vol. 4 No. 5 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i5.4254

Abstract

Background. Character education in contemporary universities increasingly unfolds through academic pressure, digital interaction, social diversity, and institutional expectations that complicate students’ moral decision-making. Purpose. This study aimed to explore how university students narrated, interpreted, and reconstructed their moral development within modern educational settings.   Method. A qualitative narrative inquiry involved 24 undergraduate students selected purposively from different academic years and fields of study. Data were collected through semi-structured narrative interviews, reflective writing, and institutional documents, then analyzed by examining temporal sequences, moral conflicts, turning points, relational influences, narrative positioning, and identity reconstruction. Results. Students rarely described formal moral instruction as the primary source of change; morally difficult experiences became transformative when accompanied by dialogue, meaningful consequences, and opportunities for reflection. Academic dishonesty, peer conflict, organizational failure, digital misconduct, and social exclusion frequently challenged existing self-images and encouraged participants to revise their understanding of responsibility, honesty, empathy, and fairness. Conclusion. The study concludes that character develops through an unfinished narrative process in which students reinterpret past actions, negotiate present tensions, and imagine more ethical future selves. Universities should therefore integrate reflective, relational, and restorative practices into character education in practice.
Digital Governance Capacity and the Quality of Digital Public Services in Education Examining Institutional Readiness and Citizen Participation in Local Government Bambang Arwanto; Musmuliadi Musmuliadi
International Journal of Educational Narratives Vol. 4 No. 5 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i5.4534

Abstract

Background. The quality of digital public services in education is influenced by local governments’ capacity to implement digital governance, institutional readiness to adopt digital systems, and citizen participation in public service delivery. Therefore, examining these factors is relevant to understanding how digital governance can support the improvement of education services at the local government level. Purpose. This quantitative study aimed to examine the relationship between digital governance capacity and the quality of digital public services in education. Specifically, it investigated the roles of institutional readiness and citizen participation in supporting the delivery of digital public services within local government. Method. The study involved citizens, parents, education service users, and relevant stakeholders who had experience accessing digital education services provided by local government. Data were collected through a structured questionnaire using a Likert scale and analyzed using descriptive statistics and Partial Least Squares Structural Equation Modeling (PLS-SEM) to examine the relationships among digital governance capacity, institutional readiness, citizen participation, and digital public service quality. Results. The findings indicate that digital governance capacity is associated with the quality of digital public services in education. Institutional readiness contributes to the implementation of digital public services by supporting organizational preparedness, technological adoption, and service delivery processes. Citizen participation is also associated with the quality of digital education services through community involvement, feedback, and interaction with local government service providers. Conclusion. This study concludes that the quality of digital public services in education is related to the capacity of local government to implement digital governance, organizational readiness, and citizen participation. The findings contribute to public administration research by highlighting education as a sector in which digital governance can be examined through institutional and participatory dimensions.
Students’ Perceptions of the BBC Learning English Podcast Application for Improving Listening Skills: A Survey of English Education Students Hasan Hasan; Parwinder Kaur; N. S. Jayasundara
International Journal of Educational Narratives Vol. 4 No. 5 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i5.3069

Abstract

Background: Listening is a foundational yet challenging skill for learners of English as a foreign language, and mobile applications offer flexible, self-paced opportunities to practise it. However, empirical evidence on how students experience the BBC Learning English Podcast application remains limited. Purpose: This study aimed to investigate English education students’ perceptions of the BBC Learning English Podcast application as a medium for improving listening skills. Method: A quantitative descriptive survey design was employed. The participants were 38 students of the English Education Department at Universitas Muhammadiyah Enrekang. Data were collected through a 30-item questionnaire consisting of positively and negatively worded statements, with four response options ranging from strongly agree to strongly disagree, and were analysed using descriptive percentages. Results: All respondents (100%) agreed or strongly agreed that they used the application to improve their listening, that it helped them, and that it developed their listening skills; 97.4% agreed that it improved their English listening ability. Most respondents also rejected the negatively worded statements. Nevertheless, 26.3% found the application boring, and respondents reported drawbacks such as excessive advertisements and the need to download audio before listening. Conclusion: Students generally perceive the BBC Learning English Podcast application as a useful and flexible medium for supporting listening practice. As the findings rest on self-reported perceptions, future experimental research is needed to measure actual gains in listening performance.
The Influence of Organizational Citizenship Behavior, Organizational Culture, and Principals’ Emotional Competence on Teacher Performance Sigit Setiyo Budi; Ghufron Abdullah; Qristin Violinda; Clara Zhou
International Journal of Educational Narratives Vol. 4 No. 5 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i5.3868

Abstract

Background: Improving education quality in Indonesia depends strongly on teacher performance as the primary actor in learning. However, teacher performance remains suboptimal in instructional innovation, continuous professional development, and the integration of educational technology. Strengthening Organizational Citizenship Behavior (OCB), organizational culture, and principals’ emotional competence is therefore considered essential. Purpose: This study aimed to examine (1) the effect of OCB on teacher performance, (2) the effect of organizational culture on teacher performance, (3) the effect of principals’ emotional competence on teacher performance, and (4) the simultaneous effect of these three variables on the performance of public elementary school teachers in Paninggaran District, Pekalongan Regency. Method: This quantitative survey study collected data through a Likert-scale questionnaire. The population comprised 163 teachers, and the sample consisted of 115 teachers. Instrument testing included validity and reliability tests, while prerequisite analyses covered normality, linearity, and multicollinearity. Data were analyzed using correlation, coefficient of determination, t-test, F-test, and regression analysis. Results: (1) OCB had a positive and significant effect on teacher performance, contributing 54.5% (moderately strong); (2) organizational culture had a positive and significant effect, contributing 59.2% (moderately strong); (3) principals’ emotional competence had a positive and significant effect, contributing 64.6% (strong); and (4) simultaneously, the three variables had a positive and significant effect, contributing 68.3% (strong). Conclusion: Teacher performance can be improved by strengthening OCB, fostering a positive and supportive organizational culture, and enhancing principals’ emotional competence. These factors play strategic roles in sustainable educational quality improvement. Although earlier studies examined OCB, organizational culture, and leadership separately, few have investigated them simultaneously in public elementary schools in Paninggaran District.

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