<![CDATA[Digital platforms have changed how schools communicate with parents and surrounding communities, but the availability of social media does not automatically produce dialogue, transparency, or trust. This study examines how Electronic Public Relations (E-PR) is implemented at Hidayatur Rohman Elementary School and how stakeholders perceive its contribution to communication quality and public trust. A qualitative single-case study was conducted using observation, interviews, and document review. Participants represented school leadership, teachers, public-relations personnel, parents, and community members who were involved in the school’s digital communication. Data were analyzed through reduction, display, and conclusion drawing, with source and method triangulation used to strengthen credibility. The case indicates that WhatsApp, Instagram, Facebook, and the school website were used for academic information, activity announcements, documentation of student achievements, and administrative communication. Across the available evidence, three mechanisms were recurrent: faster information access, opportunities for two-way feedback, and greater visibility of school activities. These practices were perceived to improve communication clarity and responsiveness and to support public trust through transparency and regular institutional presence. However, implementation remained constrained by limited personnel, uneven digital-communication competence, inconsistent evaluation, and technology-access barriers. The findings suggest that school E-PR should be treated as a relationship-management function rather than merely a publication function.]]>
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