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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.
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Articles 294 Documents
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Living the Kitab: Narratives of Moral Learning, Peer Influence, and Behavioral Transformation Among Female Santri in an Islamic Boarding School in Kediri A. Jauhar Fuad; Novia Zulfa Azizah; Wan Suraya Wan Nik
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.v4i5.3912

Abstract

Background. The behavior of students is the result of the learning process and social interactions that take place during the education period. This behavior not only reflects an understanding of religious values, but also shows their ability to internalize and implement these teachings consistently in everyday life. Objectives. This study aims to: (1) analyze the extent of the influence of learning the Taisirul Kholaq book on the behavior of students at the Al-Hidayah Tahfidzul Qur’an Islamic Boarding School for Girls in Kediri City; (2) analyze the influence of peer interaction on the behavior of students in the same environment; and (3) analyze the simultaneous influence between learning the Taisirul Kholaq book and peer interaction on the behavior of students at the Islamic boarding school. Research Methods. This study uses a quantitative approach with an ex-post facto research type. The population in this study amounted to 40 respondents. The sampling technique used was saturated sampling, namely all members of the population were used as research samples. Data were collected through valid instruments and analyzed using statistical techniques to test the proposed hypothesis. Results and Conclusions. The results of the study revealed that: (1) learning the Taisirul Kholaq book has a significant influence on the behavior of students at the Al-Hidayah Tahfidzul Qur’an Islamic Boarding School for Girls in Kediri City; (2) interaction with peers has a significant influence on the behavior of students; and (3) learning the Taisirul Kholaq book and interaction with peers together (simultaneously) contribute significantly to the behavior of students.
Learning Through Color: A Narrative Inquiry into Teachers’ and Children’s Experiences of Color-Coded Worksheet Activities in Indonesian Early Childhood Education Helina Himmatul Ulya Lina; Salmah Fa’atin; Asrul Faruq; Siti Ellya Masruroh; Nur Atiqah Najwa
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.v4i5.3918

Abstract

Background. Early childhood cognitive development and early literacy are crucial for building logical thinking and understanding symbols and written language. During the golden age (ages 4-6), brain development peaks, making appropriate stimulation essential. However, innovative learning approaches for children aged 4-5 remain limited. Preliminary observations at Muslimat NU Nurul Islam Kindergarten (Kudus), Islam Plus Khozinatul Ulum Kindergarten (Blora), and Raudhotul Athfal Hidayah (Pati) showed that teachers mostly use conventional worksheets without attractive color variations, resulting in low attention, boredom, and less meaningful learning. Previous studies have examined color-based or worksheet-based interventions separately, but few have integrated color-coding strategies with cognitive and early literacy objectives in a single, developmentally appropriate product. Purpose: This project aims to develop and validate Color-Coded Number Worksheets (LKABW) to support cognitive development and early literacy in children aged 4-5 years. Method: This research and development (R&D) study used the ADDIE model at three locations involving 57 children. Data were collected through surveys, observations, and documentation using teacher questionnaires, observation sheets, and feasibility questionnaires. Media and material experts validated the product, followed by small-scale implementation and evaluation of feasibility and practicality. Results: LKABW achieved very feasible scores from media experts (94.6%) and material experts (100%). Observations of cognitive development and early literacy reached 81.2%, and teacher responses reached 99.2%. These findings indicate that LKABW is feasible and shows potential to support cognitive development and early literacy. Conclusion: This research advances early childhood education by offering an innovative, practical, and colorful alternative to conventional methods, integrating color-coding strategies with cognitive and early literacy activities. Further experimental research with larger samples is recommended to test its causal effectiveness and long-term impact.
Exploring SMPN 12 Sinjai Students’ Mathematical Literacy Via Sociomathematical Contextual Problem-Solving Irmayanti Irmayanti; Abdul Hakim Junaid; Muhammad Izzad Kaisar
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.v4i5.3935

Abstract

Background. Mathematical literacy is a key competency in the Merdeka Curriculum, requiring students to formulate, apply, and interpret mathematics in authentic situations. However, students in rural schools often struggle because mathematics learning remains procedural and insufficiently connected to their local environment. Sociomathematical norms offer a theoretical framework for understanding how classroom interactions and mathematical argumentation contribute to students’ mathematical literacy. Purpose: This study explored Grade 9 students’ mathematical literacy through sociomathematical norms in solving contextual geometry problems based on local agricultural contexts at SMPN 12 Sinjai, South Sulawesi. Method: This descriptive qualitative case study involved 25 Grade 9 students who completed mathematical literacy tests. Four students from high- and low-achievement groups and one mathematics teacher were purposively selected for semi-structured interviews. Classroom observations across eight learning sessions examined the development of sociomathematical norms. Data from tests, interviews, and observations were analyzed through data reduction, data display, and inductive conclusion drawing, with credibility ensured through methodological and source triangulation. Results: Students demonstrating strong sociomathematical norms achieved substantially higher mathematical literacy than those with weaker norms, particularly in problem formulation, mathematical procedures, and interpretation of solutions. Classroom interactions characterized by meaning negotiation, justification of arguments, and evaluation of peers’ reasoning enabled students to connect geometry concepts with local agricultural experiences, strengthening contextual understanding and mathematical communication. Conclusion: Sociomathematical norms function as an important mechanism for developing mathematical literacy by fostering mathematical argumentation, collaborative reasoning, and meaningful interpretation of contextual problems. Integrating local agricultural contexts with sociomathematical classroom practices can enhance students’ ability to apply geometry in real-life situations and offers a promising instructional approach for rural secondary schools.
Toward an Islamic Philosophy of Intelligence: Integrating Multiple Intelligences Theory with Fitrah and Aql as a Tripartite Educational Framework Saifullah Isri; Azhari Azhari; Suhazlan Suhaimi
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.v4i5.3995

Abstract

Background: Islamic schools often choose between two options. One adopts secular pedagogical models that set transcendence aside. The other relies on linguistic memorization and narrows intelligence to verbal mastery. Both leave many students’ innate potentials unrecognized. Gardner’s Multiple Intelligences (MI) theory describes diverse potentials, but its Western psychological origin raises epistemological objections within Islamic thought. Purpose: This study analyzes how MI theory can be integrated with fitrah (innate human nature) and aql (Islamic rationality) without losing its Islamic epistemological grounding. Method: The study uses a qualitative philosophical design based on conceptual analysis. A hermeneutic coding protocol was applied to 40 documents: 25 journal articles indexed in Scopus or Web of Science, 5 classical texts in translation, and 10 books and proceedings. The protocol combined ontological mapping, epistemological filtering, and teleological assessment, followed by inductive, deductive, and comparative coding. Results: The analysis yields a tripartite model. Fitrah supplies the ontological basis of innate potential, MI gives that potential its pedagogical translation, and aql works as the epistemological mechanism that ties each intelligence to transcendent ends. The mapping links intrapersonal intelligence to muhasabah, naturalistic intelligence to tafakkur, and musical and spatial intelligences to the recognition of jamal (divine beauty). The analysis also locates a gap in the philosophical foundations of current curricula, which drift toward dogmatic reduction or secular utilitarian use of MI. Conclusion: Reading MI as the actualization of fitrah under the guidance of aql gives Islamic education a coherent basis for developing diverse intelligences and a reason to reject both dogmatism and utilitarianism. The model is conceptual. Its translation into lesson plans, assessment, and teacher preparation requires empirical testing.
Vocational Students’ Perceptions of Integrated Critical Reading Strategies in Business English Texts Rika Wahyuni Tambunan; Sri Hardiningsih; Betharia br Sembiring Pandia
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.v4i5.4024

Abstract

Background: Vocational EFL students often understand explicit information in workplace texts but struggle to infer implicit meanings, evaluate arguments, and distinguish facts from opinions. Limited evidence explains how complementary critical reading strategies function together in vocational Business English and how students perceive them. Purpose: This study investigated how Indonesian vocational Business English students perceived and applied Stop-Paraphrase-Questioning (SPQ), Annotation, and Journaling, and their benefits and challenges in reading workplace business texts. Method: An explanatory sequential mixed-methods design involved 30 second-semester vocational students. Questionnaire data were analyzed using frequencies and percentages; observations and reading tasks showed strategy use; interviews were thematically analyzed to explain quantitative patterns, with findings integrated during interpretation. Results: Journaling was selected most often (23 of 65 responses; 35%), followed by SPQ and Annotation (21 each; 32%). Students associated the strategies with broader perspectives (40%), idea analysis (27%), and key information identification (21%); reflective self-evaluation was least identified (12%). The main challenge was interpreting implicit information (16 of 30 students; 53%), followed by limited background knowledge (23%) and vocabulary (13%). Students reported stronger focus on main ideas and willingness to analyze texts, but argument evaluation, fact–opinion distinction, and text-based opinions remained limited. Conclusion: Students perceived the strategies as supporting focused engagement with workplace Business English texts, particularly comprehension monitoring and key information identification. The findings indicate perceived instructional value, not causal improvement or increased motivation. Its originality lies in examining SPQ, Annotation, and Journaling as complementary stages of comprehension monitoring, textual analysis, and metacognitive reflection. Explicit modeling and scaffolding remain necessary to strengthen inferential reasoning and evaluative judgment.
Inquiry-Based and Digital Simulation-Assisted IPAS Learning to Strengthen Science Literacy and Flood Mitigation Behavior among Urban Elementary School Students Sulistyani Puteri Ramadhani; Rudi Ritonga; Krim Ulwi
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.v4i5.4109

Abstract

Background. Urban flooding is a contextual environmental problem that requires students to understand scientific processes and develop responsible environmental responses. Elementary science learning therefore needs to provide opportunities for students to investigate authentic environmental phenomena and connect scientific knowledge with everyday problems. Purpose. This study aimed to examine the implementation of inquiry-based and digital simulation-assisted IPAS learning and its potential to improve elementary students’ science literacy and flood mitigation behavior. Method. This study employed a quantitative approach with a quasi-experimental one-group pretest-posttest design. The learning intervention integrated inquiry activities with digital simulations of urban flood phenomena. Data were collected using a science literacy test, a flood mitigation behavior questionnaire, and learning observation sheets. Instrument validity was assessed using expert judgment and Aiken’s V, while reliability was examined using Cronbach’s Alpha. Data were analyzed using descriptive statistics and normalized gain (N-Gain). Results. Students’ mean science literacy score increased from 61.25 on the pretest to 84.60 on the posttest, representing an increase of 23.35 points. The overall N-Gain was 0.71, categorized as high Conclusion. The findings indicate that inquiry-based and digital simulation-assisted IPAS learning can support the development of elementary students’ science literacy and flood mitigation-related awareness and behavior. The approach provides a contextual learning experience that connects scientific investigation with authentic urban environmental problems.
Epistemic Cognition The Teachers Numeracy Abilities in Elementary School Mathematics Learning Rahman Hidayat; Susiswo Susiswo; Abd. Qohar; Intan Sari Rufiana; Nurul Murtadho
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.v4i5.4119

Abstract

Teachers’ numeracy skills and epistemic cognition are two key components in creating meaningful, contextual, and teachers-centered mathematics learning. This study aims to examine the relationship between teachers’ epistemic cognition and numeracy skills in the context of elementary mathematics education through a Systematic Literature Review (SLR) approach. Data were collected from 20 articles published between 2020 and 2024 from indexed databases such as Google Scholar and Springer, following the PRISMA guidelines for article selection and analysis. The findings indicate that teachers’ epistemic cognition which involves how knowledge is understood, evaluated, and justified plays an essential role in instructional strategies, data-driven decision-making, and the meaningful interpretation of numeracy learning.
Studying Alone Together: Narrative Accounts of Motivation, Meaningful Interaction, and the Search for Academic Satisfaction Among Distance Learners at Indonesia’s Universitas Terbuka Meirani Harsasi; Minrohayati Minrohayati; Rahmad Purnama; Sila Ninin Wisnantiasri; Hubertina Karolina Ngarbingan
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.v4i5.4166

Abstract

Background The growing usage of online tutorial systems (tuton) has revolutionized the paradigms of higher education in the digital age. Student motivation and interaction in online learning are significant antecedents of academic satisfaction and achievement. Purpose.  This research aims to examine the influence of motivation and interaction on academic achievement using satisfaction as mediating variable in tutorial learning environment. Methods: The study is quantitative and Structural Equation Modelling techniques were used with the help of IBM AMOS version 23.0. A total of 877 respondents were identified by purposive sampling. The instrument used was a questionnaire with four factors measured on a likert scale ranging from 1-5. Five motivation indicators, four interaction indicators, six satisfaction indicators and three academic achievement indicators Results The descriptive analysis showed that all the variables were in good category with mean score of 4.19 for motivation, 4.02 for interaction, 4.05 for satisfaction and 4.04 for academic success. The t-values were more than 1.96 and p-values were less than 0.05, which means all seven hypotheses were supported. The structural model had R2 of 0.845 and 0.938 and good fit indices such as GFI of 0.943, RMSEA of 0.055 and CFI of 0.978 . Conclusion Motivation and interaction are found to positively influence students’ satisfaction and academic progress. The mediating role of satisfaction in the link of motivation and interaction to academic performance is significant and practically meaningful, with indirect effects of 0.071 for motivation and 0.244 for interaction. It demonstrates the critical role of student satisfaction in online learning settings for enhancement of academic accomplishment.
The The Effect of Virtual Laboratory and Self Regulated Learning on Students’ Practical Skills and Cognitive Knowledge in Undergraduate Chemical Engineering Education Yuni Eka Fajarwati; Punaji Setyosari; Sulton Sulton; Dedi Kuswandi
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.v4i5.4191

Abstract

Background. Virtual laboratories allow repeatable procedural practice, while self-regulated learning (SRL) may be associated with achievement. Purpose. This study compared practical skills and cognitive knowledge for hands-on laboratory (HOL) practice integrated with a virtual laboratory (VRL) versus HOL supported by PowerPoint (PPT), and tested SRL and strategy × SRL effects. Method. This quasi-experimental 2 × 2 pretest-posttest study included 69 Chemical Engineering undergraduates at Tribhuwana Tunggadewi University (HOL + VRL, n = 36; HOL + PPT, n = 33). SRL was high for 40 and low for 29 students. Outcomes were analysed using MANOVA and univariate follow-up tests. Results. Pillai’s Trace showed multivariate effects of strategy, V = .341, F(2, 64) = 16.570, p < .001, and SRL, V = .552, F(2, 64) = 39.494, p < .001. Strategy effects were significant for cognitive knowledge, F(1, 65) = 16.504, p < .001, ?p² = .202, and practical skills, F(1, 65) = 21.540, p < .001, ?p² = .249. SRL effects were significant for cognitive knowledge, F(1, 65) = 52.500, p < .001, ?p² = .447, and practical skills, F(1, 65) = 38.125, p < .001, ?p² = .370. The strategy × SRL interaction was not significant multivariately, V = .001, F(2, 64) = 0.017, p = .984, or univariately (cognitive p = .906; practical p = .878). Conclusion. The use of virtual laboratory media positively contributes to students’ practical and cognitive learning outcomes in laboratory-based learning. Self-regulated learning also plays an important role in influencing students’ achievement. Therefore, the development and wider accessibility of virtual laboratory media are recommended to support more effective science learning in higher educatioDescriptive means favoured HOL + VRL across SRL levels. These findings require cautious interpretation because covariance/variance assumptions were not fully met and the analysed outcome metric must be confirmed.
Development and Evaluation of a Cognitive Instructional Design (CID) Model for English Proficiency in Higher Education Yepi Sedya Purwananti; Punaji Setyosari; Bambang Yudi Cahyono; Sulton Sulton
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.v4i5.4194

Abstract

Background. English proficiency is an important competency in higher education, yet some students struggle to meet institutionally required TOEFL standards. Purpose. This study developed and evaluated a Cognitive Instructional Design (CID) model and an integrated learning package for proficiency-oriented English instruction. The package comprised a model book, Student’s Book, Assessment Book, Teacher’s Book, and Online Review Materials delivered through Google Classroom. Method. A development study using the Dick, Carey, and Carey instructional design model was conducted at STKIP PGRI Tulungagung, Indonesia. A purposive sample of 16 undergraduate students enrolled in an Introduction to TOEFL course completed a one-group pretest–posttest evaluation after six instructional sessions. Data were analyzed using descriptive statistics and paired-samples t-tests; normality was assessed using the Kolmogorov–Smirnov test. Results. Mean total proficiency scores increased from 409.13 (SD = 48.73) at pretest to 470.25 (SD = 31.24) at posttest, a mean increase of 61.13 points, t(15) = ?9.034, p < .001, 95% CI [?75.55, ?46.70] for the pretest-minus-posttest difference. The within-group effect size was Cohen’s dz = 2.26. Scores also increased across listening comprehension, structure and written expression, and reading comprehension. Conclusion. The findings show a substantial pre–post improvement in this group. Because the study involved only 16 students at one institution and had no control group, the results provide preliminary evidence of potential rather than definitive causal evidence of effectiveness. The model offers a structured framework for proficiency-oriented instruction that warrants further evaluation in larger controlled studies.

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