Digital Communication Practices in Public and Islamic Schools: A Comparative Content Analysis Across Elementary and Senior Secondary Levels in Malang
DOI:
https://doi.org/10.38073/pelita.v4i1.6087Keywords:
Digital Communication, School Branding, Instagram, Engagement Rate, Content Analysis, Islamic EducationAbstract
The proliferation of Instagram as a primary channel for institutional branding has intensified competition among schools to construct distinct public identities, yet limited research has systematically compared how public and Islamic schools translate this platform into measurable communication outcomes. This study examines differences in digital communication practices between public and Islamic schools in Malang, comparing content characteristics and audience engagement across four official Instagram accounts spanning elementary and senior secondary levels: SD Brawijaya Smart School and SMA HelloMotion (public), and SD Islam Sabilillah and MAN 2 Kota Malang (Islamic). Using content analysis of 428 posts published between October 2025 and March 2026, coded into five communication categories, alongside calculation of raw Engagement Rate (ER) for each account's highest-performing content, the findings reveal a pronounced institutional divergence. Islamic schools posted nearly four times more frequently than public schools and relied predominantly on achievement-showcasing content, while academic-process content remained marginal for both. Public schools, by contrast, foregrounded creative and academic-process narratives. Engagement patterns differed significantly: informational posts tied to admissions cycles generated the highest, follower-bound ER among Islamic schools, whereas a teacher-generated academic reel at SMA HelloMotion achieved an exceptional 393.10% ER driven largely by algorithmic virality rather than favorable sentiment. These results challenge simplified equations between virality and brand success.
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