<![CDATA[Abstract: This study examines how Sanggar Anak Alam (SALAM), Yogyakarta, is represented in social media as an alternative learning community and interprets those representations through Ivan Illich’s concept of a deschooling society. A qualitative content analysis was conducted on 11 purposively selected public digital content units from the official Instagram accounts @salam_jogja and @kelasminatsalam and from three external content creators on Instagram and YouTube. The unit of analysis comprised each post, reel, or video together with its visual elements, caption or spoken narrative, and available metadata. Data were analyzed through familiarization, open coding, thematic grouping, and deductive mapping to four Illichian concepts: critique of curricular fragmentation, critique of hierarchical pedagogical authority, learning webs, and critique of credential-centered schooling. The digital corpus represents SALAM as emphasizing experience-based learning, facilitator–learner relations, community and everyday-life learning, and interest-based activities across age groups. External creator content similarly frames SALAM as a humanistic and contextual learning space. These findings indicate representational alignment, rather than empirical proof of institutional practice, between the social-media portrayal of SALAM and selected Illichian principles. Because the study relies on curated secondary digital data and does not include direct observation or participant interviews, its conclusions are limited to how SALAM is publicly represented. Field-based triangulation is therefore needed to assess how consistently these representations correspond to everyday educational practice. Abstrak: Penelitian ini mengkaji bagaimana Sanggar Anak Alam (SALAM), Yogyakarta, direpresentasikan di media sosial sebagai komunitas belajar alternatif dan menafsirkan representasi tersebut melalui gagasan Deschooling Society Ivan Illich. Penelitian menggunakan analisis konten kualitatif terhadap 11 unit konten digital publik yang dipilih secara purposif dari akun Instagram resmi @salam_jogja dan @kelasminatsalam serta tiga konten kreator eksternal di Instagram dan YouTube. Unit analisis berupa satu unggahan, reels, atau video beserta unsur visual, caption atau narasi lisan, dan metadata yang tersedia. Analisis dilakukan melalui familiarisasi data, open coding, pengelompokan tema, dan pemetaan deduktif terhadap empat konsep Illich: kritik atas fragmentasi kurikulum, kritik terhadap otoritas pedagogis hierarkis, learning webs, dan kritik terhadap pendidikan yang berpusat pada sertifikasi. Korpus digital merepresentasikan SALAM sebagai ruang belajar yang menekankan pengalaman nyata, relasi fasilitator–peserta didik, pembelajaran berbasis komunitas dan kehidupan sehari-hari, serta kelas minat lintas usia. Konten kreator eksternal juga membingkai SALAM sebagai ruang belajar yang humanis dan kontekstual. Temuan ini menunjukkan adanya kesesuaian representasional—bukan pembuktian langsung atas praktik institusional—antara citra SALAM di media sosial dan sejumlah prinsip Illich. Karena penelitian hanya menggunakan data digital sekunder yang telah dikurasi dan tidak melibatkan observasi maupun wawancara lapangan, temuan dibatasi pada representasi publik SALAM. Triangulasi berbasis lapangan diperlukan untuk menilai konsistensi antara representasi tersebut dan praktik pendidikan sehari-hari.]]>
