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International Journal of Education, Culture, and Society
Published by Lembaga Yasin Alsys
ISSN : 30248981     EISSN : 30248973     DOI : https://doi.org/10.58578/ijecs
Core Subject : Education, Social,
Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other
International Journal of Education, Culture, and Society [3024-8981 (Print) and 3024-8973 (Online)] is a double-blind peer-reviewed and open-access journal to disseminating all information contributing to the understanding and development of Education, Culture, and Society. Its scope is international in that it welcomes articles from academics, researchers, graduate students, and policymakers. The articles published may take the form of original research, theoretical analyses, and critical reviews. All articles should be in English or Arabic. IJECS publishes 3 editions a year in February, June, and October (Unless there is co-publication with conference organizers).
Arjuna Subject : Umum - Umum
Articles 105 Documents
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Pedagogical Leadership of the Principal at SMP Negeri 1 Banggai and SMP Negeri Satap Tolokibit Potimbang, Marto; Suking, Arifin; Zulystiawati, Zulystiawati
International Journal of Education, Culture, and Society Vol 4 No 2 (2026): International Journal of Education, Culture, and Society
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ijecs.v4i2.9242

Abstract

Schools with complete facilities and those with limited resources face distinct challenges in implementing pedagogical leadership, thereby requiring adaptive and context-sensitive strategies. This study aims to analyze the principal’s pedagogical leadership in: (1) developing teachers’ pedagogical competence, (2) improving teachers’ professional competence, and (3) building a culture of teacher learning. The research was conducted at SMP Negeri 1 Banggai and SMP Negeri Satap Tolokibit using a descriptive qualitative approach. Data were collected through observation, interviews, and documentation and analyzed using a comparative analysis model. The findings reveal that pedagogical leadership in both schools contributes to strengthening teachers’ confidence in managing learning, encouraging greater reflectiveness, and fostering openness to instructional improvement. Although the principals in both schools share similar orientations and goals, their leadership is enacted through different strategies shaped by each school’s context. In addition, principal leadership plays a strategic role in enhancing teachers’ professional competence by reinforcing motivation, supporting contextual continuing professional development, and promoting collective learning. The study further shows that the principals’ pedagogical leadership successfully cultivates a culture of teacher learning through different yet complementary strategies aligned with the characteristics and conditions of each school. These findings underscore that effective pedagogical leadership is not uniform in practice but must be contextually adapted to strengthen teacher competence and sustain a culture of professional learning across diverse school settings.
The Evaluation of Public Relations in the Era of Fake News: Examination of How the Rise of Misinformation Has Changed Public Relations Practices in Nigeria Obasi, Heavens Ugochukwu
International Journal of Education, Culture, and Society Vol 4 No 2 (2026): International Journal of Education, Culture, and Society
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ijecs.v4i2.9322

Abstract

The proliferation of fake news, particularly through social media, has significantly reshaped public relations practice by challenging organizational credibility, reputation, and stakeholder communication in Nigeria. This study examined public relations in the era of fake news, with specific focus on how misinformation affects public relations practice in Aba, Abia State. The study was motivated by the growing influence of false information on public perception and its disruptive effects on relationships between organizations and their stakeholders. A descriptive survey design was adopted, and data were collected through a structured questionnaire administered to 100 respondents drawn from a population of 150 using the Yaro Yamane formula. Responses were measured and analyzed using a Likert scale. The study sought to determine the impact of fake news on public relations practice and reputation management, identify the strategies used by public relations practitioners to detect and counter misinformation, assess the effectiveness of these strategies, and highlight the challenges associated with addressing misinformation in Nigeria. The findings revealed that fake news significantly undermines public relations practice by contributing to loss of public trust, reputational crises, and misinformation-driven conflicts. Public relations practitioners were found to rely primarily on media monitoring, fact-checking, press releases, and social media engagement to manage misinformation. However, the effectiveness of these strategies remains constrained by inadequate digital monitoring tools, low public media literacy, and weak regulatory frameworks. The study concludes that fake news poses a serious threat to the integrity and operational effectiveness of public relations in Nigeria. It contributes to the growing discourse on strategic communication by underscoring the need for digital verification tools, collaboration with media organizations, proactive crisis communication frameworks, media literacy campaigns, capacity building, and stronger regulatory mechanisms to improve information credibility and strengthen public trust in organizational communication.
Assessment of Armed Forces Radio Programming in the Civil-Military Relationship in FCT Olanrewaju, Oladimeji Saheed; Hope, Gana; Mathias, Musa; Ogande, Anthony
International Journal of Education, Culture, and Society Vol 4 No 2 (2026): International Journal of Education, Culture, and Society
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ijecs.v4i2.9327

Abstract

Civil–military relations remain a critical dimension of national cohesion and public trust, and broadcast media increasingly serve as a strategic platform for fostering mutual understanding between civilians and military institutions. This study assessed the impact of Armed Forces Radio programming on civil–military relations in the Federal Capital Territory. Guided by Agenda Setting Theory, the study employed a survey research design using a questionnaire to elicit data from respondents. From a population of 1,693,400, a sample of 400 participants was selected for the study. The findings showed that 79% of members of the public within the AMAC community had regular access to Armed Forces Radio and were allowed to participate in programmes promoting civil–military relations. The study further revealed that Armed Forces Radio programming has a significant positive impact on fostering understanding and collaboration between civilians and the military in real-life contexts, although some audience members remained skeptical about the military’s sincerity in sustaining peace and cordial relations with civilians. These findings indicate that the military has made deliberate efforts through broadcasting to create a platform for strengthening civil–military relations. The study therefore underscores the importance of expanding signal coverage to rural areas and sustaining audience-centered programming to consolidate positive public perception and enhance participatory communication in support of stronger civil–military engagement.
Profile of Meaningful Learning in Mathematics among Elementary School Students on Number and Operations Topics Pasinggi, Yonathan S
International Journal of Education, Culture, and Society Vol 4 No 2 (2026): International Journal of Education, Culture, and Society
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ijecs.v4i2.9840

Abstract

Meaningful learning is a crucial aspect of elementary mathematics instruction, particularly in number and operations topics, which serve as the foundation for further mathematical understanding. However, mathematics learning in elementary schools still tends to emphasize procedural skills and provides limited opportunities for students to connect mathematical concepts with real-life contexts, resulting in less meaningful understanding. This study aims to analyze the profile of meaningful learning in mathematics among elementary school students on number and operations topics. A descriptive method with a qualitative approach supported by quantitative data was employed. The research was conducted at SDN 50 Bonto Panno, Pangkep Regency, during October–November 2025, involving 25 fifth-grade students as research subjects. Data were collected through contextual-based tests on number and operations, a meaningful learning questionnaire, classroom observations, and documentation of students’ work. Data were analyzed by categorizing students’ meaningful learning based on indicators of conceptual understanding, connections to real-life experiences, and the ability to explain and reflect on mathematical concepts. The findings indicate that students’ meaningful learning in mathematics was generally at a moderate level. Students demonstrated adequate procedural understanding of number operations but experienced difficulties in connecting mathematical concepts to contextual situations and verbally explaining the meaning of the concepts learned. These findings suggest that meaningful learning in elementary mathematics requires stronger integration of contextual, reflective, and student-centered instructional practices. This study contributes to elementary mathematics education by providing empirical insight into students’ meaningful learning profiles and highlighting the need to improve instructional strategies that support conceptual understanding in number and operations topics.
Canva-Based Digital Platform Supervision at the Assunnah Foundation in Gorontalo Lasena, Zulkifly; Masaong, Abdul Kadim; Marhawati, Besse
International Journal of Education, Culture, and Society Vol 4 No 2 (2026): International Journal of Education, Culture, and Society
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ijecs.v4i2.10189

Abstract

Academic supervision in madrasahs is still commonly conducted through conventional mechanisms, limiting its capacity to provide effective, rapid, systematic, and sustainable feedback for improving teacher professionalism. This study aims to develop a Canva digital platform-based supervision model to improve the effectiveness of teacher coaching and learning quality in madrasahs and schools under the As Sunnah Foundation in Gorontalo Regency, covering needs analysis, model design, implementation, and its impact on teachers’ professional competence. This study was conducted at the As Sunnah Foundation in Gorontalo using a qualitative Research and Development (R&D) design based on the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. Data were collected through observation, interviews, and documentation, and analyzed using the Miles and Huberman model through data reduction, data display, and conclusion drawing. The findings show that Canva Web-based supervision improves the effectiveness and efficiency of academic supervision through easier access, flexible communication, digital documentation, and strengthened learning reflection. The use of Canva also positively affects teachers’ professional competence, openness to feedback, lesson planning quality, use of learning media, and classroom management. In addition, digital supervision helps madrasah principals reduce administrative burdens and support data-driven decision-making. The study concludes that Canva Web-based academic supervision offers a practical digital transformation model for strengthening teacher coaching and improving learning quality in Islamic educational institutions. These findings contribute to educational supervision literature by demonstrating the potential of accessible digital platforms to support systematic, reflective, and data-informed professional development.

Page 11 of 11 | Total Record : 105

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