A School Branding Strategy Based on Islamic Values to Enhance the Image of Educational Institutions at Muhammadiyah Junior High School Batam

Competition among educational institutions requires schools to build a strong image through academic quality and consistently demonstrated identities and values. This study analyzes Islamic value-based branding strategies in building the institutional image of SMP Muhammadiyah Batam. Unlike studies that primarily emphasize promotion and external communication, this study focuses on the internalization of Islamic values and the role of teachers in shaping school identity. A qualitative case study design was employed. Data were collected through in-depth interviews with 20 purposively selected informants—the principal, three vice-principals, three teachers, six students, six parents, and one school committee member—supported by non-participatory observation and document analysis. Data were analyzed through condensation, display, and conclusion drawing and verification. The findings show that school branding is rooted in an intended internal identity grounded in Islamic values and enacted through religious habituation, learning practices, role modeling, character development, educational services, and achievement development. Parents’ and the school committee’s accounts indicate that religious guidance, discipline, and character building are also recognized externally, supporting the emergence of a perceived school image. Teachers function as key actors who translate institutional values into stakeholder experiences, while public communication reinforces rather than creates the school’s identity. These findings clarify an inside-out branding mechanism linking internal identity, teacher practices, stakeholder experiences, and externally perceived image. The study is relevant to SDG 4 (Quality Education) because it illustrates how values-based, inclusive, and quality-oriented educational practices can strengthen stakeholder trust, without claiming to measure SDG outcomes directly.