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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 244 Documents
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Tahfidz Al-Qur’an Learning Model in Increasing Students’ Interest And Independence in Learning (Study at Muhammadiyah 22 Junior High School Setiabudi Pamulang South Tangerang City) Muhamad Nuryasin; Adi Fahrudin; Oneng Nurul Bariyah
International Journal of Educational Narratives Vol. 2 No. 4 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v2i4.1227

Abstract

Background: This dissertation is motivated by the increasing number of educational institutions incorporating the Tahfidz Al-Qur’an curriculum into their school programs. Parental awareness of the importance of Tahfidz Al-Qur’an education as a vital provision for their children’s lives is growing. SMP Muhammadiyah 22 Setiabudi Pamulang, South Tangerang City, has garnered particular attention from parents. The modern societal trend towards instant gratification, practicality, and speed may influence students’ self-reliance in learning. Such tendencies can lead to rule-breaking, neglect of moral values, careless work habits, and dependence on others. Objective: The study aims to explain the methods, materials, media, and models of Tahfidz Al-Qur’an learning to foster interest and independence in student learning. This research seeks to develop a comprehensive approach by combining various Tahfidz methods to strengthen and complement each other, thereby achieving optimal memorization results. Methods: The research employs a qualitative methodology. Participants include the school principal and vice-principal, Tahfidz class guardians, Tahfidz mentors, students, and religious figures. Through detailed analysis, the study endeavors to outline a new model for Tahfidz Al-Qur’an learning that addresses the needs and expectations of modern educational environments. Results: The study identifies effective strategies and practices for teaching Tahfidz Al-Qur’an, emphasizing the importance of integrating diverse methods to enhance student engagement and independence. The findings highlight the critical role of a supportive learning environment and the integration of traditional and modern teaching techniques. Conclusion: The research concludes that a new model for Tahfidz Al-Qur’an learning is essential and highly anticipated. This model should incorporate varied teaching methods, materials, and media to foster greater interest and self-reliance among students in their memorization of the Qur’an.
Implementation of the MBKM Curriculum (Independent Learning Independent Campus) Towards the Islamic Religious Education Study Program at Higher College Level Khairatunnimah. SM; Reni Puspita Sari; Arifatus Solihah
International Journal of Educational Narratives Vol. 2 No. 4 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v2i4.1236

Abstract

Background. Universities have so far implemented a credit learning system which is almost entirely dependent on classroom learning. This shows the low level of learning independence for students. Therefore, the idea of “Independent Learning Independent Campus” emerged, or "MBKM", and is currently a program of the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia. Purpose. This research aims to describe the implementation of the MBKM curriculum in Islamic religious education study programs in higher education. Based on data obtained from the official Ministry of Education and Culture website, it shows the rapid growth of universities implementing the MBKM program, from 576 universities in 2022 to 921 universities in 2023, or an increase of 60% per year. Method. This type of research is library research. This research uses a content analysis method, namely a technique that identifies every word, sentence in a text or series of texts, concepts or themes. Meanwhile, the data sources used by researchers are books and research journals related to problem formulation. Results. The research results show that the MBKM curriculum (Independent Learning Independent Campus) is a new curriculum that is still hotly discussed in higher education circles. With the inauguration of MBKM, every university must prepare everything to support the success of the program. Several universities still face several obstacles in their implementation, as seen at UIN Walisongo and Unida Gontor. Conclusion. Thus, it is natural that every tertiary institution faces various difficulties in implementing MBKM. Therefore, universities must prepare well and hold outreach so that information can be widely accepted and understood by all parties, both lecturers and students.
Critical Study of National Examination Policy in the Students’ Learning Achievement and its Implications for Madrasah Aries Musnandar; Sutrisno Sutrisno; Suci Hidayati; Aji Wahyudin; Tajudin Arifin
International Journal of Educational Narratives Vol. 2 No. 5 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v2i5.1302

Abstract

Background. The National Examination (UN) policy in Indonesia, which applies to both public schools and Madrasahs, has been criticized for its limitations and lack of alignment with modern educational evaluation concepts. The National Examination is considered inadequate as it lacks multifunctionality and is not suited for evaluating all types of educational institutions. Particularly for Madrasahs, which focus on students' morals and Islamic character, the National Examination is seen as an inappropriate tool for assessment. Purpose. The researcher aims to explore the implications of the National Examination policy for Madrasahs, utilizing a literature review approach. The goal is to evaluate the policy from the perspective of contemporary learning evaluation concepts and determine its fairness, appropriateness, and theoretical grounding. Method. A literature review approach is employed to analyze the National Examination policy and its impact on Madrasahs. This approach involves examining various scholarly sources and theoretical frameworks related to learning evaluation. Results. The study reveals that the National Examination policy is unjust, inappropriate, and lacks a solid theoretical basis. It highlights that the policy, which relies predominantly on written tests (paper & pencil tests), fails to adequately assess the diverse aspects of student learning, particularly in the context of Madrasahs, which emphasize religious education. Conclusion. The findings indicate that the National Examination is not a suitable evaluation tool for Madrasahs and is misaligned with modern educational evaluation theories. The reliance on written tests does not fully capture the holistic nature of student learning, especially in institutions with a focus on religious values. The study calls for reconsideration of the evaluation methods used for Madrasahs to better align with their educational objectives and theoretical foundations.
Stakeholders in Building Conflict Resolution Networks in Islamic Educational Institutions Muhamad Mansur; Iwan Fitriani; Yusuf Yusuf
International Journal of Educational Narratives Vol. 2 No. 5 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v2i5.1336

Abstract

Background. The objective of this research is to discuss the concept and identification of stakeholders, emphasizing the need for a holistic understanding of the various parties involved in the educational process, such as principals, teachers, parents, the government, and the community. The involvement of stakeholders in building conflict resolution networks is a primary focus, considering the complexity of global challenges and educational dynamics. Purpose. To discuss the concept and identification of stakeholders, emphasizing the need for a holistic understanding of the various parties involved in the educational process. Method. The method used in this research is a literature review through stakeholder analysis, which identifies power, legitimacy, and urgency to help determine who or what is truly considered in decision-making. Results. The first research result shows a variety of approaches and strategies for addressing conflicts, both in Islamic boarding schools (pesantren), Islamic educational institutions, and at the national level. There is an awareness of the role of Islam and religious values in conflict resolution, as well as the importance of pluralism and multicultural education. Leaders of Islamic educational institutions are considered to have a key role in conflict resolution. Conclusion. Secondly, the stakeholders involved in the context of conflict resolution research in pesantren and Islamic educational institutions include various parties who have interests and roles in conflict resolution efforts and educational development.
Gender Relationship Patterns in the Families of Female Farm Workers in Enrekang Regency: Sociological Analysis Suparman Suparman; Tahir Kasnawi; Muhammad Syukur; Syamsu A Kamaruddin
International Journal of Educational Narratives Vol. 2 No. 5 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v2i5.1432

Abstract

Background. Gender relations in farm laborer families are one important aspect that reflects the social and economic dynamics in rural Indonesia, especially in Enrekang Regency. Female farm laborers play dual roles, both in agricultural work and domestic responsibilities. However, their contributions are often not recognized equally in a society that is still patriarchal. Purpose. This study aims to understand the form of gender relations in female farm laborer families in Baraka District, and to analyze its impact on family welfare. Method. The method used in this study is a descriptive approach. Data collection was carried out through in-depth interview techniques with 101 female farm laborers, 61 husbands, 11 landowners, and 9 community leaders and local government officials, who were selected purposively. Participatory observation was also conducted to understand the daily dynamics of women in farm laborer families, especially related to the division of labor, access to resources, and decision making. In addition, document analysis was used to complement the information obtained from interviews and observations, in order to obtain a more comprehensive picture of the social and economic context in Baraka District. Results. The results of the study show that the division of labor is still dominated by patriarchal norms, where women have to play dual roles as workers in the fields and housekeepers. Women’s access to resources, such as land and credit, is also very limited, hampering their ability to contribute optimally to agriculture. Strategic decisions in the family are generally made by men, while women are only involved in operational decisions. In addition, there is inequality in wages between female and male farm workers, even though the work done is the same. Conclusion. The conclusion of this study is that unequal gender relations hinder the welfare of women and farm laborer families as a whole. However, there is hope for change through education and empowerment of women, as well as more inclusive policy support from the government. Collaborative efforts are needed to create better gender equality in the rural agricultural sector.
The Influence of the Visionary Leadership of Madrasah Heads, Organizational Culture and Motivation for Achievement on the Performance Abu Yazid; Gofur Ahmad; Happy Indira Dewi
International Journal of Educational Narratives Vol. 2 No. 5 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v2i5.1499

Abstract

Background:Changes in the education sector present significant challenges and problems for communities, influencing various sectors, including the social domain. Educational institutions, such as madrasahs, are crucial in addressing these challenges. Purpose:This study aims to analyze the impact of the visionary leadership of madrasah heads, organizational culture, and achievement motivation on teacher performance. Methods:A quantitative approach with path analysis was used in this research. Data collection was conducted through a questionnaire, followed by normality, validity, and reliability tests. The data were processed using SPSS software for path analysis. Results:The study found that visionary leadership of madrasah heads, organizational culture, and motivation for achievement significantly influenced teacher performance. Conclusions:The findings suggest that strengthening visionary leadership, enhancing organizational culture, and fostering achievement motivation can improve teacher performance in madrasahs. However, the study is limited to madrasah aliyah (high school) level, and future research is recommended at higher educational levels.
Strategy for Developing Islamic Education Quality Management in Forming Character and Quality of Student Graduates Izzati Izzati; Suhendar Sulaeman; Saiful Bahri
International Journal of Educational Narratives Vol. 2 No. 6 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v2i6.1553

Abstract

Background: Quality management is essential for the continuous development of educational standards. At Muhammadiyah Vocational School in DKI Jakarta, developing Islamic education quality management is key to shaping student character and enhancing the quality of graduates. Purpose: The purpose of this study is to explore strategies for developing Islamic education quality management, focusing on its role in shaping student character and the quality of student graduates. Methods: A descriptive research approach was employed to study the strategies in developing Islamic education quality management. The research utilized the ANP (Analytic Network Process) method to create a model beneficial to the government and society. Data were collected through interviews, observations, and documentation, with validation achieved using triangulation techniques. ANP questionnaires were distributed to gather expert opinions. Results: The research identified key challenges related to human resources, supervision, and facilities at the school. Inadequate supervision and teacher administration were found to be significant issues. Proposed solutions included improvements in teaching practices, salary adjustments, and a restructured school schedule to enhance educational quality. Conclusions: Addressing these issues is essential for improving the quality of education at Muhammadiyah Vocational School. Effective quality management strategies can significantly contribute to the development of student character and the overall quality of graduates.
Philosophical Foundations of Holistic Education in the 21st Century Muhammad Nasir; Muhammad Khairul Rijal; Amie Primarni; Lucas Lima; Singgih Prastawa
International Journal of Educational Narratives Vol. 2 No. 6 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v2i6.1610

Abstract

The 21st century brings an increasing demand for educational approaches that develop not only intellectual but also emotional, social, and ethical dimensions of learners, positioning holistic education as a relevant framework. Rooted in philosophies that value the interconnectedness of knowledge, self-awareness, and community responsibility, holistic education emphasizes the development of well-rounded individuals prepared to engage with complex global issues. This research aims to explore the philosophical foundations of holistic education, examining key principles from thinkers such as Rousseau, Dewey, and Steiner that support a balanced, learner-centered approach. A qualitative research methodology was used, involving a comprehensive literature review of philosophical texts and educational theory. Analysis focused on identifying core values in holistic education, including the nurturing of emotional intelligence, ethical understanding, and social responsibility. The study also examined modern adaptations of these philosophies in contemporary educational practices, highlighting how traditional philosophies inform current holistic teaching methods. Findings indicate that holistic education effectively addresses the multidimensional needs of learners, promoting critical thinking, empathy, and personal growth. The results reveal that integrating these philosophical principles encourages an inclusive and adaptable educational model that aligns with 21st-century learning objectives. Holistic education thus provides a viable alternative to conventional models focused solely on academic achievement. This study concludes that embracing the philosophical foundations of holistic education can foster a more inclusive, adaptive, and socially responsible approach to learning. Further research is recommended to explore practical applications and the impact of holistic education on diverse learning environments.
The Impact of Virtual Reality on Collaborative Learning in Higher Education Aceng Haetami; Omar Khan
International Journal of Educational Narratives Vol. 2 No. 6 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v2i6.1611

Abstract

The rapid advancement of technology has led to the integration of Virtual Reality (VR) in various sectors, including education. In higher education, collaborative learning is a key element in enhancing student engagement and learning outcomes. However, traditional learning environments face limitations in fostering effective collaboration among students. Virtual Reality offers innovative solutions by creating immersive and interactive environments that can bridge the gap between physical and virtual spaces. This study aims to investigate the impact of VR on collaborative learning in higher education, exploring how VR technologies influence student interaction, engagement, and overall learning outcomes. The research uses a mixed-methods approach, combining qualitative interviews with students and faculty and quantitative data through surveys. The study focuses on students who participated in VR-based collaborative learning activities across different disciplines. Preliminary results indicate that VR enhances communication, problem-solving, and teamwork among students, fostering a more engaging and productive learning experience. Additionally, students reported increased motivation and a deeper understanding of complex concepts through the immersive nature of VR. The study concludes that VR is a valuable tool for enhancing collaborative learning in higher education, offering potential for wider application in various academic fields. Further research is recommended to explore the long-term effects of VR in educational settings and its scalability across diverse institutions.
Cognitive Load Theory: Implications for Instructional Design in Digital Classrooms Rudy Surbakti; Satria Evans Umboh; Ming Pong; Sokha Dara
International Journal of Educational Narratives Vol. 2 No. 6 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v2i6.1659

Abstract

The rapid integration of digital tools in education has transformed classroom environments, creating new opportunities and challenges for instructional design. One key area of focus is the management of cognitive load, which refers to the mental effort required to process information during learning. Cognitive Load Theory (CLT) offers insights into how instructional materials can be optimized to improve learning outcomes. In digital classrooms, the effective design of instructional content becomes even more critical due to the increased multimedia elements and potential for cognitive overload. This study aims to explore the implications of Cognitive Load Theory (CLT) for instructional design in digital classrooms. It examines how digital tools, such as multimedia content and interactive activities, impact learners’ cognitive load and suggests strategies for reducing extraneous cognitive load to enhance learning efficiency and effectiveness. A mixed-methods approach was used, combining quantitative surveys to assess students’ cognitive load during digital learning activities and qualitative interviews with instructors to understand their perspectives on instructional design challenges. The study was conducted across several digital learning environments in higher education. The findings indicate that digital learning environments often lead to high cognitive load, particularly when multimedia content is poorly integrated. However, using principles from CLT, such as segmenting information and reducing unnecessary complexity, can significantly lower cognitive load and improve student learning outcomes. Both students and instructors reported that well-designed digital content led to better engagement and more efficient learning. The study concludes that applying Cognitive Load Theory to instructional design in digital classrooms can enhance learning by minimizing cognitive overload. Educators should be mindful of cognitive load when creating digital learning experiences to improve student performance and engagement.

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