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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 109 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.
Philosophical Appraisal of Curriculum Design as Nigeria’s Educational Social Contract: A Systematic Review Emmanuel Lucas Nwachukwu; Lasbrey Ikechukwu Unegbu; Godson Chidi Nwokorie; Sule Omeiza Adebayo
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.v4i2.9278

Abstract

Curriculum design in Nigeria is frequently treated as a technical or administrative activity, yet it also constitutes a central expression of the state’s commitments under its educational social contract. This systematic review examines whether Nigerian curriculum design fulfils the epistemic obligations embedded in that contract, using social contract theory as its analytical framework. A systematic search across seven academic databases was conducted, followed by PRISMA-guided screening. A total of 62 sources were analysed, comprising 40 core sources subjected to thematic synthesis and 22 sources used for theoretical and contextual framing. Five analytical themes emerged: the gap between policy declarations and curriculum realities; the persistence of colonial epistemological hierarchies; the epistemic consequences of current language policy; tensions between pedagogical ideals and transmission-oriented classroom practice; and the interdependence of curriculum, assessment, teacher education, and language reform. The findings indicate that Nigeria’s curriculum challenges extend beyond administrative implementation and reflect deeper philosophical questions concerning whose knowledge is legitimised, transmitted, and assessed through schooling. The review introduces epistemic obligation as a distinct dimension of state responsibility, arguing that curriculum reform must address epistemological justice rather than rely solely on policy revision. This study contributes to curriculum theory, decolonial education, and educational philosophy by reframing Nigerian curriculum design as a matter of epistemic accountability within the educational social contract, with implications for curriculum reconstruction, language policy, assessment reform, and teacher education.
Impact of Civic Education on Community-Led Crime Control Model in FCT-Abuja, Nigeria Sule Omeiza Adebayo; Blessing Ikechi Onyedum; Chukwuma Victoria Azuka; Emmanuel Lucas Nwachukwu
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.v4i2.9280

Abstract

Crime and insecurity remain critical challenges in Nigeria’s Federal Capital Territory, Abuja, requiring innovative community-based approaches to complement conventional policing strategies. This study examined the influence of civic education on community-led crime control participation in FCT-Abuja. A quantitative survey design was employed, involving 400 adult residents selected through stratified random sampling across the six Area Councils. Data were collected using a structured questionnaire with dichotomous response items measuring exposure to civic education and participation in community crime control activities. The data were analysed using the chi-square test of independence at the 0.05 significance level. The findings revealed that 69.6% of respondents had been exposed to civic education programmes, while 65.2% participated in community crime control activities. The chi-square analysis showed a statistically significant relationship between civic education exposure and crime control participation, χ² = 56.842, p < .001. Residents exposed to civic education were more likely to participate in crime control activities (76.5%) than unexposed residents (39.3%), representing a 37.2 percentage-point difference. These findings indicate that civic education significantly strengthens community-led participation in crime control in FCT-Abuja. The study contributes to security and civic education literature by demonstrating the relevance of civic awareness in promoting community security engagement. It recommends that policymakers expand civic education coverage, diversify delivery platforms, and sustain civic education programming to strengthen community security capacity across all Area Councils.
The Effectiveness of the Public Aspiration Process in Decision-Making in the Education Sector in the DPRD of North Bolaang Mongondow Regency Tia Aprilia Modanggu; Ansar Ansar; Arifin Suking
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.v4i2.10247

Abstract

This study is motivated by the suboptimal use of public aspirations in decision-making processes within the Regional House of Representatives (DPRD), particularly in relation to weak management, documentation, follow-up mechanisms, and alignment with regional development priorities. This study aims to analyze the collection of public aspirations, their institutional processing within the DPRD, and their utilization in decision-making in the DPRD of North Bolaang Mongondow Regency. A qualitative approach with a case study design was employed. Research informants were selected purposively and consisted of the DPRD chairperson, commission leaders, DPRD secretariat staff, and community leaders. Data were collected through in-depth interviews, participatory observation, and documentation studies, and were analyzed using the interactive model of Miles, Huberman, and Saldaña through data reduction, data presentation, and conclusion drawing. The findings indicate that public aspirations are collected through recess activities, working visits, audiences, public hearings (RDP), and Musrenbang, with recess serving as the dominant mechanism. The processing of aspirations involves recording, classification, verification, commission-level discussions, and the preparation of policy recommendations. Public aspirations are then utilized in the formulation of development programs, budgeting, policy monitoring, and public service evaluation. However, their effective use continues to face several obstacles, including weak system digitalization, limited documentation, low inclusive public participation, and constrained regional budgets. The study concludes that the effectiveness of public aspiration utilization is strongly influenced by the institutional capacity of the DPRD to manage, prioritize, and follow up on public inputs. The implications of this study emphasize the need to develop an e-aspiration system, improve transparency in aspiration follow-up, and strengthen public participation to support participatory, responsive, and accountable regional governance.
Evaluation of the Achievement of Minimum Service Standards at Az-Zahra Integrated Islamic Elementary School, Gorontalo City Mansur Kasa; Abdul Kadim Masaong; Arwildayanto Arwildayanto
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.v4i2.10399

Abstract

Minimum Service Standards (SPM) for Basic Education serve as an important benchmark for assessing the quality of educational services at the school level. However, their implementation continues to face challenges, particularly in infrastructure provision, school management, and learning effectiveness. This study aims to evaluate the fulfilment of the Minimum Service Standards for Basic Education at SDIT Az-Zahra, Gorontalo City, using the Context, Input, Process, and Product (CIPP) evaluation model. A quantitative descriptive approach supported by qualitative data was employed. Data were collected through observation, interviews, documentation, and questionnaires, and were analyzed using descriptive percentage analysis to determine the achievement level of each evaluation component. The findings show that the fulfilment of SPM at SDIT Az-Zahra, Gorontalo City was generally categorized as sufficiently fulfilled, with an average achievement score of 74.91%. The context and input components each obtained 73.19%, the process component reached 73.75%, and the product component achieved the highest score at 79.51%. These results indicate that the school has demonstrated commitment to meeting SPM through data-driven planning, adequate learning implementation, and relatively high levels of learning outcomes and parental satisfaction. Nevertheless, several obstacles remain, particularly in infrastructure adequacy, School-Based Management implementation, academic supervision, and staff optimization. The study concludes that SPM implementation at SDIT Az-Zahra has been relatively successful but still requires systematic strengthening in management, educational resources, and learning service quality. This study contributes to educational quality evaluation by demonstrating the usefulness of the CIPP model in identifying school-level strengths and improvement priorities, with practical implications for data-driven planning, academic supervision, infrastructure improvement, and stakeholder engagement in the continuous enhancement of basic education services.

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