Implementasi Program Unggulan dan Branding Sekolah dalam Membangun Kepercayaan Masyarakat terhadap Lembaga Pendidikan
Implementation of Excellence Programs and School Branding in Building Public Trust in Educational Institutions
DOI:
https://doi.org/10.61553/ascent.v4i01.1124Keywords:
Flagship Program, Qur’anic Reading and Writing, School Branding, Public Trust, Madrasah, BTQAbstract
This study aims to analyze the implementation of the flagship Qur’anic Reading and Writing (Baca Tulis Al-Qur’an/BTQ) program and school branding, as well as the relationship between the two in fostering public trust in MTs Ma’arif Al-Falah. This study employed a qualitative approach with a case study design. Data were collected through observation, interviews, and documentation involving the head of the madrasah, BTQ teachers, students, and parents. Data analysis was conducted through data condensation, data display, and conclusion drawing and verification. The findings indicate that BTQ was developed as one of the school’s flagship programs through grouping students according to their abilities, scheduled implementation, and the use of instructional methods adapted to students’ levels of competence. School branding was carried out by disseminating information about school activities and achievements and maintaining communication with the community. The findings also indicate that public trust was perceived as being related to the alignment between the programs offered and the community’s experiences with the educational services provided. The BTQ program serves as concrete evidence of the madrasah’s religious identity, while branding functions as a means of communicating this identity and its practices to the community. Thus, the relationship between the flagship program and branding in this case lies in the interaction among program quality, consistency of implementation, and public communication, which together support the formation of positive public perceptions. This study emphasizes that educational branding is not merely a promotional activity but should be grounded in programs and services that are genuinely implemented by the institution.
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