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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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Re-authoring Resilience: Narrative Counseling Approaches for Supporting Students in Post-Crisis Educational Settings Aulia Singa Zanki; Erwin Erwin; Josefa Flores; Fatima Malik
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.v4i5.4445

Abstract

Background. Post-crisis educational settings require support that addresses not only psychological distress but also the ways students reconstruct identity, agency, and meaning after disruption. Purpose. This study aimed to examine how narrative counseling supports resilience among students returning to school after crisis-related educational interruption.   Method. A mixed qualitative–quantitative design with narrative inquiry orientation involved 28 secondary-school students aged 13–18 years. Data were collected through semi-structured interviews, narrative counseling sessions, reflective journals, observation records, school attendance data, and pre–post measures of resilience and school engagement. Results. The findings showed significant increases in resilience, school engagement, personal agency, future orientation, and relational connectedness following the intervention. Qualitative analysis revealed a marked shift from problem-saturated narratives toward preferred identity narratives characterized by stronger self-efficacy, recognition of supportive relationships, identification of unique outcomes, and more credible future possibilities. Case-based evidence further indicated that students could retain grief or uncertainty while simultaneously developing more resilient self-understandings. Conclusion. The study concludes that re-authoring resilience offers a meaningful framework for post-crisis educational counseling by positioning recovery as narrative reconstruction rather than simple restoration of pre-crisis functioning. Narrative counseling may therefore complement trauma-informed school support by strengthening meaning-making, agency, relational recognition, and future-oriented identity development within culturally responsive and psychologically safe educational environments.
The Construction of Religious Education Ideology and the Representation of Power in Wisran Hadi’s Play Perguruan: A Deconstructive Study Rico Aprisa; Febri Yulika; Rosta Minawati; Sahrul N
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.v4i5.4461

Abstract

Background. Narratives of the Padri War in Minangkabau have generally framed the conflict as a binary struggle between religious reformists and adherents of customary law (adat). Wisran Hadi’s play Perguruan places a religious school at the heart of this conflict, yet it has not been examined in terms of ideological construction and power. Purpose. This study aims (1) to explain how the ideology of religious education is constructed in Perguruan, (2) to identify the forms of power it represents, and (3) to show how the text destabilizes the binary oppositions between adat, religion, and power. Method. This qualitative study combines Derridean deconstruction with hermeneutic interpretation. The data comprise nine dialogue units from the 1981 edition of the play, recorded on coded data cards and supplemented by a confirmatory interview with the playwright’s heir. The analysis proceeded in four stages: identifying binary oppositions, reversing hierarchies, tracing aporias, and suspending meaning. Results. The ideology is constructed through two modes: a “hard” mode that legitimizes repressive acts such as burning the adat hall, and a “soft” mode that operates through counsel, deferral, and appeals to reasonableness. The hard mode appears as direct violence, whereas the soft mode appears as persuasive power with the potential to become symbolic violence. The oppositions of religion/adat, teacher/student, and truth/deception prove unstable, since both camps claim a “truth” sustained by power, as the text itself concedes: “their positions will be the same; only the language differs.” Conclusion. Perguruan dismantles the logic by which institutions of religious education become arenas for producing truth and power. The study contributes to deconstructive scholarship on Indonesian drama and invites religious educators to reflect on the dangers of exclusive truth claims.
The Role of Emotional Intelligence in Academic Success: A Study Among High School Students Ani Nafisah; Ethan Tan; Ryan Teo
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.v4i5.4494

Abstract

Background. Emotional intelligence (EI) has emerged as a critical factor influencing various aspects of human functioning, including academic performance. The ability to recognize, understand, and manage emotions is essential for effective learning and social interaction. Purpose. This study aims to examine the relationship between emotional intelligence and academic success among high school students, with a focus on how EI influences academic performance, study habits, and interpersonal interactions. Method. A cross-sectional survey design was employed, with 200 high school students participating. Emotional intelligence was assessed using the Emotional Intelligence Scale (EIS), and academic success was measured through GPA scores and self-reported study habits. Data were analyzed using correlation and regression analyses to determine the relationship between EI and academic performance. Results. The findings revealed a significant positive correlation between EI and academic success. Students with higher EI scores demonstrated better academic performance, effective study habits, and stronger interpersonal skills. Emotional regulation and empathy were found to be the most influential EI components in academic achievement. Conclusion. Emotional intelligence plays a significant role in academic success, highlighting the importance of EI development in educational settings to enhance student performance and overall well-being.  
Nature as a Communication Rich Setting for Multidomain Language Use in Children With Autism: A Conceptual Narrative Review Angga Eryana; Juhanaini Juhanaini; Imas Diana Aprilia; Riksma Nurahmi Rinalti Akhlan; Raynald Rahmadani Manullang; Dio Eriawandi
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.v4i5.4516

Abstract

Background. Autistic children show heterogeneous receptive, expressive, pragmatic, and functional communication profiles that vary with the context of language use. Research on nature has mostly treated natural environments as interventions rather than examining what these settings offer for communication. Purpose: This conceptual narrative review examines how natural environments can be conceptualized as communication-rich settings for multidomain language use in autistic children. Method: ERIC, SciSpace, and Consensus were searched on October 14, 2026, and selection was reported with a PRISMA 2020 flow diagram: 861 records were identified, 655 screened, and 120 full-text reports assessed. Each study was rated on five criteria (population, setting, outcome, design strength, and confounding risk), and evidence from autistic samples was separated from bridging evidence from non-autistic children before thematic synthesis. Results: Five themes were identified: material-semantic, dynamic-exploratory, social-interactional, and contextual-functional affordances, and conditional enrichment through person-environment fit. No study was rated high. Autism-specific outdoor evidence offered moderate support only for social communication and was confounded with intervention components; the highest-rated support for expressive and functional language came from non-autistic children, and support for receptive language was weak. The resulting framework links natural setting qualities to referential, epistemic, instrumental, and social-interactional affordances, treats the communication partner as a mediator and person-environment fit as a moderator, and states six testable propositions. Conclusion: Nature is best understood as a potentially communication-rich context rather than an established language intervention. Educators can design accessible, sensory-adapted, and partner-supported outdoor activities, while future studies should compare matched natural and non-natural settings with autistic children, use domain-specific language measures, and test generalization across partners and settings.

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