International Journal of Educational Narratives

Digital Play in Language Learning: A Narrative-Based Approach to Understanding Student Motivation in Interactive Arabic Assessments

Desvia Rahmawati — 2026-07-10

Background. The development of digital technology in education has encouraged teachers to implement interactive learning media to increase student engagement during the learning process. In Arabic language learning, conventional teaching methods often make students less active and less motivated during classroom activities. Quizizz is one of the gamification-based learning platforms that can create a more interactive, competitive, and enjoyable learning environment for students.

Purpose. This study aimed to explore students’ learning experiences during the implementation of Quizizz in Arabic language learning, particularly related to emotional engagement, classroom participation, interaction, motivation, and reflective learning experiences.

Method. This study employed a qualitative approach using Narrative Inquiry with a phenomenological-narrative orientation. The participants consisted of one Arabic language teacher and four students selected purposively based on their involvement in Quizizz-based learning activities. Data were collected through in-depth interviews, classroom observations, reflective conversations, and documentation. Data analysis was conducted using thematic narrative analysis by organizing participants’ experiences into thematic clusters.

Results. The findings showed that the use of Quizizz increased students’ emotional engagement, classroom participation, interaction, motivation, and self-confidence during Arabic learning activities. Students experienced a more interactive and enjoyable learning atmosphere through leaderboard features, scoring systems, and direct feedback during quizzes.

Conclusion. Quizizz not only functioned as a digital evaluation tool but also created meaningful learning experiences through interactive, reflective, and gamified learning activities in Arabic language learning.

Developing a Problem-Based Learning Model Integrated with Socio-Scientific Issues to Enhance Pre-Service Primary Teachers’ Argumentation Skills: A Need Analysis

Issaura Sherly Pamela — 2026-07-11

Background. Argumentation skills are essential competencies in 21st-century science education, particularly for pre-service primary school teachers. However, students’ scientific argumentation skills remain relatively low, especially in constructing claims, using evidence, and providing scientific reasoning. Innovative learning models that integrate contextual and argumentative learning experiences are therefore needed in higher education.

Purpose. This study analyzed the need for developing a Problem-Based Learning (PBL) model integrated with Socio-Scientific Issues (SSI) to enhance the argumentation skills of pre-service primary school teachers.

Method. A descriptive survey design was employed involving 35 pre-service primary school teachers from Universitas Jambi and 5 lecturers teaching science education courses at several Indonesian universities. Data were collected using open-ended and close-ended questionnaires and analyzed through descriptive statistical analysis and qualitative categorization techniques.

Results. Students perceived the current condition of science learning at a moderate level (M = 3.40), while lecturers reported a higher perception (M = 4.35), indicating that although science learning has provided discussion opportunities, it has not yet systematically supported students’ scientific argumentation skills. The integration of PBL and SSI in current instructional practices received high ratings from both groups (students: M = 4.18; lecturers: M = 4.48). Notably, the strongest agreement was found regarding the need to develop a PBL-SSI integrated model (students: M = 4.61; lecturers: M = 4.82), confirming a strong demand for a structured learning model to better support scientific argumentation among pre-service teachers.

Conclusion. Developing a PBL-SSI integrated learning model is necessary to support the improvement of argumentation skills among pre-service primary school teachers. These findings serve as a foundation for designing innovative science learning models that promote scientific argumentation, critical thinking, and contextual learning in Indonesian higher education.

Storying Equality: Narrative-Based Critical Literacy in Online English Language Teaching as a Transformative Space for Gender Justice and Social Inclusion

Gusti Nur Hafifah — 2026-07-13

Background. The low literacy skills among Indonesia students is the main problem.

Purpose. Therefore, this study aims to analyze the digital materials that foster critical thinking while addressing social issues, such as social inclusion and gender equality and the research questions focus on the module’s feasibility, the integration of critical literacy and GESI (Gender Equality and Social Inclusion) strategies, and the module’s suitability from user perspectives.

Method. Thus, it used ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) which guided the development process over eight months, involving five experts, three model teachers, and six classes with 180 junior high school students.

Results. The research findings indicate that expert validation, teacher evaluation, and student readability assessments confirmed the Si-Moli module as a valid and feasible tool for promoting critical literacy and Gender Equality and Social Inclusion (GESI) in English language learning. Quantitative evaluation results showed that the module received a high level of acceptance from experts, teachers, and students, with an overall mean score of 4.62 out of 5 (92.4%), indicating that it was perceived as highly relevant, practical, and effective.

Conclusion. The module received positive feedback from experts, teachers, and students, who highlighted its potential to engage learners with important social issues while enhancing their language skills. However, improvements in website functionality, accessibility, language simplicity, and visual design were recommended to further enhance its usability and effectiveness.

From Imagination to Expression: Exploring Students’ Narrative Experiences of AI-Integrated Poetry Writing Through the Anchor Eyes Learning Model in Sumenep Junior High Schools

Isma’il Isma’il — 2026-07-26

Background. The rapid development of digital technology and artificial intelligence (AI) has transformed educational practices by creating new opportunities for creative and student-centered learning. In poetry writing, however, many junior high school students continue to experience difficulties in generating ideas, developing imagination, selecting appropriate diction, and expressing creative thoughts. These challenges indicate the need for an innovative instructional model that integrates students’ creative processes with AI-assisted learning.

Purpose. This study aims to explore how the AI-assisted Anchor Eyes Learning Model improves junior high school students’ poetry writing skills by addressing the learning barriers they encounter during the creative writing process.

Method. This study employed a descriptive qualitative design involving 70 eighth- and ninth-grade students from four junior high school classes in Sumenep Regency. Data were collected through classroom observations, reflective interviews with teachers and students, analysis of students’ poetry manuscripts before and after the implementation of the model, and supporting documentation. The data were analyzed using the Miles and Huberman interactive model, consisting of data collection, data reduction, data display, and conclusion drawing with triangulation and member checking to ensure trustworthiness.

Results. The findings reveal that the AI-assisted Anchor Eyes Learning Model substantially enhanced students’ poetry writing by improving their ability to generate ideas, develop imaginative expression, select more appropriate diction, employ richer figurative language, and organize poetic structures more effectively. Reflective learning supported by AI tools also reduced students’ creative blocks, increased learning motivation, and enabled teachers to facilitate a more interactive and personalized writing process. Approximately 85% of teachers and students were already familiar with digital learning devices, facilitating the integration of AI into classroom activities.

Conclusion. The AI-assisted Anchor Eyes Learning Model provides an effective pedagogical approach for improving poetry writing skills by transforming students’ creative writing processes while overcoming common obstacles in idea generation, language development, and creative expression.