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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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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
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.

Page 27 of 27 | Total Record : 264

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