International Journal Education and Computer Studies (IJECS)

The July issue (Vol. 6 No. 2, 2026) interrogates how Indonesian education is adapting to the demands of a more connected, more accountable, and more pedagogically conscious era. Two studies converge on the economics classroom at State Senior High School 11 Jambi City from different directions — the first tests whether project-based learning can move the needle on actual learning outcomes, while the second asks whether digital literacy and educational social media can sustain student motivation in a subject many learners find abstract and distant from daily life — together suggesting that neither method nor medium alone is sufficient. A usability evaluation of a Google Sites-based e-learning platform, measured against the ISO 9241-11:2018 standard, brings a welcome dose of rigor to a space where tools are often adopted on convenience rather than evidence. A chatbot-integrated website profile developed for a Madrasah Tsanawiyah addresses a quieter but persistent problem — the gap between the information an institution holds and what prospective students and parents can actually reach — testing whether automation can close that gap without sacrificing interaction quality. The issue closes with a case study of POAC-based educational management at SMA Negeri 1 Sabang, tracing what happens when a school commits to applying a structured management framework across its operations; as a single-site study its generalizability is limited by design, but the granularity of the documentation makes it a useful reference point for practitioners navigating similar institutional challenges. Across all contributions, the issue returns to a question Indonesian education continues to wrestle with: whether the systems, tools, and methods being adopted are genuinely improving what happens for students — or simply replacing one set of assumptions with another.