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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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Reconceptualizing Mobile Interactive Multimedia as a Motivational Architecture in Civic Education: Evidence from Android-Mediated Learning Environments Sigit Priatmoko; Ratna Megawangi; Wan Marzuki Wan Jaafar
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.v4i5.4198

Abstract

Background. The use of interactive multimedia in primary education has expanded rapidly and has been associated with students’ learning motivation, engagement, and learning outcomes. However, less attention has been given to how specific multimedia features support motivational engagement in value-oriented civic education, particularly in Android-base learning for primary education. Purpose. This study aimed to develop SiLaKu, an Android-based interactive media application for learning Pancasila values in daily life. It also examined the feasibility developed multimedia and its contribution to sixth-grade students’ learning motivation. Method. This study employed a Research and Development (R&D) design adapted from the Lee and Owens model, comprising assessment/analysis, design, development and implementation, and evaluation. The field trial involved 20 sixt-grade students at a primary school in Malang, East Java, Indonesia. Data were collected through classroom observation,  interviewes, expert validation, documentation, and a pretest-posttest learning motivation questionnaire. The data were analyzed using percentage-based feasibility analysis, descriptive statistics, the Shapiro–Wilk normality test, the Wilcoxon Signed-Ranks Test, Wilcoxon effect size r, and normalized gain analysis. Results. The developed multimedia received high feasibility ratings from subject matter and media experts, with validation scores of  97.00% and 91.25%, respectively. Students’ mean motivation score increase from 2.455 before implementation to 3.525 after implementatiom. The Wilcoxon Signed-Rank test indicated a significant increase in students’ learning motivation (Z = ?3.953, p < .001), with a large effect size, r = 0.884. The normalized gain score was 0.69, indicating moderate improvement approaching the high category. Conclusion. The findings suggest that Android-based interactive multimedia can support students’ learning motivation in primary civic education when it incorporates learner-controlled navigation, multimodal materials, interactive quizzes, immediate feedback, and activity-based worksheets. This study contributes to the discourse on mobile civic learning by positioning Android-based multimedia as a structured multimedia support system rather than merely a digital presentation tool.
Evaluation of the Qur’an Memorization Program in Salafiyah Islamic Boarding Schools, Modern Islamic Boarding Schools, and Integrated Islamic Schools (SIT) Budi Harjo; Zahrodin Fanani; Joko Ariyanto; Muhammad Zainuddin; Nur Arfifah
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.v4i5.4201

Abstract

Background. Qur’an memorization (tahfidzul Qur’an) programs are implemented in diverse institutions, including Salafiyah pesantren, modern pesantren, and Integrated Islamic Schools (SIT), yet their evaluation often focuses only on achievement scores. Purpose: This study aimed to evaluate and compare Qur’an memorization programs in senior high schools within Salafiyah pesantren, modern pesantren, and an SIT, using the CIPPO model (Context, Input, Process, Product, and Outcome). Method: This evaluation research collected data from school principals, teachers, and students selected through purposive sampling, using interviews, questionnaires, and document analysis. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were examined through thematic analysis and integrated using data triangulation. Results: The CIPPO instrument achieved satisfactory validity, reliability, readability, and model fit (Chi-square/df < 2, p > .05, RMSEA < .08, GFI > .90, AGFI > .90), and expert and practitioner assessments confirmed its readability and applicability. Context achieved the highest level (91.58%; high), followed by Product (87.03%), Process (86.62%), Input (85.47%), and Outcome (85.17%), all moderate. Salafiyah pesantren showed stronger achievement in Product and Outcome, whereas modern pesantren showed relative strength in Process. SIT faced greater challenges, particularly in balancing memorization targets with academic, character, and curriculum integration demands. Conclusion: The CIPPO model provides a comprehensive framework for evaluating Qur’an memorization programs beyond achievement scores by identifying the factors that shape program effectiveness. The validated framework supports evidence-based improvement and informs an integrative Islamic education model combining the outcome-oriented strengths of Salafiyah pesantren, the process-oriented strengths of modern pesantren, and the integrative orientation of SIT.
Reflective Narratives and the Construction of Teachers’ Professional Identity: A Narrative Inquiry into Pedagogical Transformation at an Indonesian Islamic Senior High School Ryan Alfredo Karamoy; Siti Aisah; Ahmad Halid
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.v4i5.4207

Abstract

Background. Madrasah teachers may negotiate professional identity through subject knowledge, moral commitments, learner dignity and feedback from classroom relationships. Purpose. This revision explores how reflective narrative could link consequential classroom experiences to teacher self-positioning and emerging pedagogical adjustment, using the newest MA Ma’arif Ambulu T1–T6 instrument as an illustrative analytical source. Method. Six teacher-specific model profiles (Akidah Akhlak, Indonesian Laguage, Mathematics, Islamic Cultural History, Biology and English) were mapped across narrative interview prompts, chronological profiles, weekly reflection templates and observation exemplars. The original manuscript additionally reports student and school-leader participation, but corresponding primary responses are not contained in the newly supplied file. Results. The worked cases illustrate six different tensions and provisional teaching responses: ethical case discussion, safer literary argument, contextual algebra, reasoned historical interpretation, environmental observation and low-risk spoken practice. Across examples, professional positioning combines academic demands with the protection of learner dignity; responses are uneven and change is not established as sustained. Conclusion. A recursive model of relationally accountable narrative positioning is offered as a proposition requiring empirical authentication. Because the attached instrument calls its responses illustrative, this draft must not be represented as verified interview-based results.
The Negative Impact of Artificial Intelligence (AI) on Students’ Learning Processes: An Islamic Counseling Perspective Mona Yulia Zulfa; Micha Felayati Silalahi; Vinda Chairunnisa; Ikhwan Rahman; Amelia Paramida; Azara Adinda Salsalbila Putri; Basri Juliadin
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.v4i5.4234

Abstract

Background: Artificial Intelligence (AI) has transformed education by enabling students to access information and complete academic tasks more efficiently. However, excessive and uncontrolled AI use may reduce critical thinking, learning independence, academic motivation, and social interaction. Empirical evidence is therefore needed to understand these negative impacts and to formulate appropriate educational interventions. Purpose: This quantitative study analyzed the negative influence of AI utilization on students’ learning processes and examined its implications from the perspective of Islamic Counseling. Method: A quantitative survey involved 36 students selected through purposive sampling. Data were collected using a 20-item, four-point Likert-scale questionnaire with high reliability (Cronbach’s ? = 0.988) and analyzed using descriptive statistics (frequency, percentage, mean, and standard deviation) to examine students’ perceptions of the negative effects of AI on learning activities. Results: Excessive AI use negatively affected several aspects of students’ learning, including increased dependence on AI for academic tasks, decreased critical thinking, reduced learning motivation and independence, declining reading habits and information verification, and limited academic interaction with teachers and peers. The convenience of AI may also reduce students’ responsibility for constructing knowledge independently. Conclusion: This study offers practical implications for educators and school counselors in promoting responsible AI use. From the perspective of Islamic Counseling, strengthening ?idq (honesty), am?nah (responsibility), self-control, and tabayyun is essential so that AI functions as a learning support tool rather than a substitute for students’ thinking and learning processes.
Examining the NARATIF Framework for Ethical Awareness among Indonesian Junior High Students: A Mixed-Methods Study Farahah Wahidiyah S; Siti Aisah; Ahmad Halid
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.v4i5.4243

Abstract

Background: Character education is often delivered through advice, habituation, and rule enforcement, which may offer limited opportunities for adolescents to interpret moral complexity. Purpose: This study examined the implementation of NARATIF, a seven-stage narrative pedagogy linking story interpretation, perspective-taking, critical reflection, dialogue, action rehearsal, and follow-up. Method: An embedded mixed-methods, one-group pretest-posttest study involved 47 Grade VII-IX students at an Islamic junior high school in Jember, Indonesia, across six sessions. Evidence comprised a 25-item Ethical Awareness Scale, parallel narrative-dilemma tasks, implementation observations, six session journals from focal student R01, one interview each with focal students R01, R14, and R38, and one teacher interview. Results: Scale scores increased from 82.79 (SD = 5.36) to 96.11 (SD = 5.53), Wilcoxon W = 1.50, p < .001, rank-biserial r = .997, approximate 95% CI .995, .998. Dilemma scores increased from 22.06 (SD = 3.70) to 27.19 (SD = 4.65), t(46) = 16.03, p < .001, dz = 2.34, 95% CI 1.78, 2.89. Fidelity rose from 65.6% to 92.2%. Qualitative records indicated more contextual judgment, perspective-taking, self-correction, and action planning, but two focal cases showed little or negative scale change. Conclusion: NARATIF was associated with improvement in this cohort, but the magnitude cannot be attributed solely to the framework because there was no comparison group, the primary scale had modest internal consistency, scoring was not independently double-rated, and the compressed schedule permits testing and novelty effects.
Comparative Cultural Philosophy of Life in Javanese and Russian Traditions: Cultural Values, Spirituality, and Existentialism Trough Hermeneutic Analysis of Classical Texts Aris Aryanto; Junaedi Setiyono; Arif Maftukhin; Eko Santosa; Kamalov Renat Ilgizovich; Ayung Lesmana Rahmadhan
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.v4i5.4346

Abstract

Background. A philosophy of life serves as a framework for constructing a worldview and a moral compass for human beings; traces of such a philosophy are often found in literary works. Purpose: This study examines philosophies of life in Javanese and Russian traditions through comparative cultural philosophy and hermeneutics, interpreting and comparing three dimensions: cultural values, spirituality, and existentialism. Method: This descriptive qualitative study analyzed three Javanese piwulang texts (Serat Wulangreh, Serat Wedhatama, Serat Kalatidha) and three Russian novels by Tolstoy and Dostoevsky (Anna Karenina, The Brothers Karamazov, Crime and Punishment). Data were collected through close reading and note-taking, then analyzed in four steps: coding passages on cultural values, spirituality, and existence; interpreting them within their religious and historical horizons; comparing the coded passages across traditions; and drawing conclusions on convergence and divergence. Results: Serat Wulangreh stresses etiquette, careful selection of teachers, and self-restraint to maintain social harmony (rukun); Serat Wedhatama locates evil in the ego (angkara) and offers the curbing of desire toward manunggaling kawula Gusti; Serat Kalatidha answers a morally corrupt age with eling lan waspada (mindfulness and vigilance). In the Russian novels, Anna Karenina shows how unchecked desire leads to emptiness while Levin finds meaning in living “for the soul”; Crime and Punishment presents confession and suffering as the road to Raskolnikov’s renewal; and The Brothers Karamazov defends inner freedom against the rationalized authority of the Grand Inquisitor. Overall, the Javanese texts portray a preventive philosophy of life, whereas the Russian novels portray a reflective one in which suffering and atonement become the path to spiritual transformation, rooted in Orthodox Christianity. Conclusion: Despite developing in vastly different geographical, historical, and religious contexts, both traditions reject pure materialism and rationalism and hold that a meaningful life is achieved through an inner process oriented toward God and communal life. This study helps fill a gap in cross-cultural research on Javanese and Russian philosophy, which have largely been studied in isolation.
Kiai-Led Da’wa through Islamic Education: Social Transformation in Wonosobo, Indonesia, 1950–2024 Muhammad Yusuf; Dudung Abdurrahman; Nurul Hak
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.v4i5.4387

Abstract

Background. Islamic education in Wonosobo developed as a strategy of kiai-led da’wa, integrating religious knowledge, moral formation, institutional development, and community service. However, the historical process through which pesantren traditions enabled institutional and social change remains insufficiently explained. Purpose: This study analyzes continuity and change in kiai-led da’wa through the development of Islamic education and explains its contribution to social change in Wonosobo from 1950 to 2024. Method: This study employed historical narrative inquiry combined with the historical method, with structuration theory guiding interpretation. Data were collected from February to July 2026 through in-depth interviews with ten informants: three kiai, three community members, two santri, and two alumni. Interview accounts were examined through source criticism, compared across informants, and triangulated with observations, documents, and relevant scholarly literature. Results: Kiai-led da’wa developed through the strengthening of religious education within pesantren, community study groups, and Sufi orders; the integration of religious and general education through formal and vocational institutions; and the expansion of da’wa through digital media, philanthropy, and spiritual assistance. These developments preserved the study of classical Islamic texts, scholarly lineages, moral formation, and the exemplary conduct of kiai. This continuity and change broadened educational access and pathways, opened employment opportunities for graduates, and connected religious formation with community service. Conclusion: Kiai-led da’wa contributed to social change in Wonosobo through the development of Islamic education and the expansion of activities addressing community needs. The study’s conceptual contribution lies in explaining how the preservation of religious traditions accompanied the renewal of institutions, learning approaches, and social services. Islamic education thus served as a means of da’wa, connecting individual religious formation with community development.
Navigating Academic Life with Chronic Illness in Non-Metropolitan Regions: An Interpretive Phenomenological Analysis of Stigma, Self-Efficacy, and Resilience in Kepahiang and Rejang Lebong Yusron Masduki; Mohd Erfino Johari
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.v4i5.4402

Abstract

Background: High school and university students living with chronic illness in non-metropolitan regions face barriers to academic participation, yet the psychosocial dimensions of their experiences remain insufficiently understood. Purpose: This study explored how students in secondary and higher education in Kepahiang and Rejang Lebong Regencies, Indonesia, experienced internalized stigma, reconstructed academic self-efficacy, and sustained academic engagement. Method: This study used Interpretative Phenomenological Analysis (IPA) with six purposively selected participants aged 17-22 years: two high school students and four university students living with chronic physical conditions. Each participant completed two semistructured, in-depth interviews during a six-month period. Analysis followed six iterative stages: repeated reading, initial noting, development of emergent themes, identification of connections among themes within each case, independent analysis of each subsequent case, and examination of convergences and divergences across cases. Trustworthiness was supported through member checking and peer audit. Results: Three interconnected themes were identified. First, participants described a cultural stigma matrix in which cultural fatalism and paternalistic attitudes in educational settings contributed to internalized stigma and academic withdrawal. Second, they reconstructed academic self-efficacy through existential reframing and digital compensatory coping, conceptualized as Digital Micro-Emancipation, which helped them manage physical limitations and sustain learning participation. Third, academic engagement acquired existential meaning as an affirmation of personal dignity, supported by peer micro-solidarity and accounts of post-traumatic growth. Conclusion: These findings informed the Regional Non-Metropolitan Resilience Model, an interpretative framework linking stigma, meaning-making, digital coping, and peer support in students’ educational experiences. The study highlights the need for coordinated psychosocial support services and flexible digital learning arrangements across secondary and higher education institutions in non-metropolitan regions.
Integrating Tawakkul, Rajaa’, and Khawf through Riyaadah in the Tijaniyyah Sufi Order: A Model for Internalizing Spiritual Values in the Formation of Students’ Religious Character Jamal Abdul Nasir; Selamet Selamet; Kholilur Rohman Kholilurrohman; Hobir Asyari; Yanti Nurdiyanti
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.v4i5.4414

Abstract

Background. Spiritual education plays a pivotal role in shaping students’ religious character through the internalization of Sufi values. However, how tawakkul (reliance upon God), raj?’ (hope in God), and khawf (fear of God) are integrated through the riy??ah practices of the Tijaniyyah Sufi Order and manifested in religious character has received limited systematic scholarly attention. Purpose: This study analyzes the integration of these values through riy??ah in shaping students’ religious character and constructs a model of spiritual value internalization. It examines the values internalized, riy??ah as a medium, the stages of value transformation, and the roles of the kiai/muqaddam, habituation, and the pesantren environment. Method: This qualitative ethnographic study was conducted at Az-Zawiyah Islamic Boarding School, Garut, Indonesia, from July to December 2025. Data were collected from 22 participants through interviews, observations, and documentation, and analyzed using Miles, Huberman, and Saldaña’s interactive model, with trustworthiness ensured through triangulation and reflexive analysis. Results: Riy??ah shapes students’ religious character through a gradual transformative process of knowing, practicing, experiencing, habituating, internalizing, and living the values. Tawakkul develops into steadfastness and surrender to God, raj?’ into spiritual optimism, and khawf into self-regulation and religious responsibility. Riy??ah is conceptualized as transformative experiential spiritual education, comprising riy??ah as an experiential mechanism, istiq?mah as a continuity mechanism, the kiai/mursyid as a guidance mechanism, and the pesantren environment as a reinforcement mechanism. Conclusion: Developing students’ religious character requires integrating spiritual experience, continuity of practice, sustained guidance, and a supportive educational environment. The study conceptualizes riy??ah as a transformative pedagogical mechanism that bridges Sufi values from cognitive knowledge to inner dispositions and religious conduct.
Mapping the Narrative Landscape: A Critical Review of Storytelling-Based Pedagogical Models in 21st Century Education Sriyanti Sriyanti; Adam Mudinillah; Livia Alves; Omar Khan
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.v4i5.4444

Abstract

Background. Storytelling has become an increasingly prominent pedagogical approach in twenty-first-century education, yet its diverse models, technologies, and instructional functions remain conceptually fragmented across disciplines. Purpose. This study aimed to critically map storytelling-based pedagogical models, identify their defining characteristics, compare their learning functions, and clarify the conditions under which they support meaningful educational outcomes.   Method. A critical review design with a systematic search strategy was employed across major academic databases, followed by eligibility screening, structured data extraction, critical appraisal, comparative coding, and cross-model synthesis. Results. The findings identified six major configurations: digital storytelling, learner-generated narrative, collaborative storytelling, narrative pedagogy or story-based instruction, interactive or game-mediated storytelling, and multimodal, immersive, or AI-supported storytelling. Learner authorship and agency were more consistently associated with creativity, critical thinking, reflection, collaboration, and knowledge construction, whereas receptive models more commonly supported comprehension, contextualization, engagement, and retention. Conclusion. The study concludes that storytelling should be understood as a differentiated pedagogical landscape rather than a single method, requiring model-specific design, evaluation, and future research, particularly concerning emerging AI-supported narrative practices in diverse educational contexts and across culturally diverse learner populations and curricular domains.

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