CONSTRUCTION OF THE EDUCATION-MOTIVATION-INSPIRATION (EMI) MODEL: NARRATIVE IDENTITY PERSPECTIVES IN SANTRI’S SCIENCE LITERACY

Abstract

The low level of national science literacy, as confirmed by 2022 PISA data, demands adaptive and contextual pedagogical innovation, especially in pesantren (Islamic boarding school) environment. This article aims to construct the EMI (Education-Motivation-Inspiration) model based on Paul Ricoeur's narrative identity philosophy at Arrobbani Wanasaba Islamic Boarding School. The model integrates lexical semantic analysis of junior high school physics topics as narrative instruments within teacher briefing sessions during student habituation activities, both in 'Pre-Learning' and 'Post-Learning' sessions. The research method employed is a descriptive-analytical study based on library research. The model construction positions each briefing session as a complete mimesis cycle (prefiguration, configuration, and refiguration). Theoretical findings indicate that the use of metaphors derived from physics terms, such as Mechanics and Optics topics, is capable of transforming abstract science material into a part of the narrative for santri’s identity formation. Based on the conceptual framework developed, this model is projected to simultaneously enhance science literacy and character through deep internalization of meaning.