Persepsi Mahasiswa Mengenai Framing Keracunan Makanan Bergizi Gratis melalui Platform TikTok

Muhammad Aldi; Amiruddin Saleh; Harvia Atika Zahira

doi:10.36312/educatoria.v6i3.1529

Authors

Muhammad Aldi Program Studi Komunikasi Digital dan Media, Sekolah Vokasi, IPB University, Jalan Kumbang Nomor 14, Bogor, Jawa Barat 16128, Indonesia
Amiruddin Saleh Program Studi Komunikasi Digital dan Media, Sekolah Vokasi, IPB University, Jalan Kumbang Nomor 14, Bogor, Jawa Barat 16128, Indonesia
Harvia Atika Zahira Program Studi Komunikasi Digital dan Media, Sekolah Vokasi, IPB University, Jalan Kumbang Nomor 14, Bogor, Jawa Barat 16128, Indonesia

DOI:

https://doi.org/10.36312/educatoria.v6i3.1529

Keywords:

Framing, Media Literacy, Free Nutritious Meals, Student Perception, TikTok

Abstract

This study aims to explore students' perceptions of the social media framing phenomenon on TikTok regarding the poisoning case in the Free Nutritional Meal Program (MBG). The study used a descriptive qualitative method, collecting data through in-depth interviews with students from IPB University who actively use TikTok and were selected using purposive sampling based on the criteria of actively accessing TikTok content related to the MBG issue and being willing to participate as research informants. The results indicate two typologies of student perceptions in responding to content framing. The first group tends to accept the emotional narratives presented in TikTok content, contributing to the emergence of skeptical perceptions of the government. Meanwhile, the second group demonstrates a critical attitude by being able to identify the framing strategies used by content creators and cross-checking them with mainstream media before forming perceptions. The novelty of this study lies in identifying typologies of student perceptions in responding to the framing of TikTok content related to the Free Nutritional Meal Program issue and explaining the role of digital media literacy in mediating the process of forming these perceptions. This study concludes that dramatic framing in TikTok content is perceived as capable of evoking an emotional response from the audience, while students' digital media literacy levels act as information filters in the process of forming opinions on public policy issues.

Downloads

Download data is not yet available.

References

Bernroider, E., Harindranath, G., & Kamel, S. (2021). From Connective Actions in Social Movements to Offline Collective Actions: An Individual Level Perspective. Information Technology & People, 35(8), 205-230. https://doi.org/10.1108/ITP-08-2020-0556

Chen, T., Dai, M., & Harrington, N. G. (2023). Understanding the Audience in Framing Research: Empirical Evidence from Three Studies Examining HIV Framing in China. Front. Public Health, 11, 1172020. https://doi.org/10.3389/fpubh.2023.1172020

Entman, R. M. (1993). Framing: Toward Clarification of a Fractured Paradigm. Journal of Communication, 43(4), 51-58. https://doi.org/10.1111/j.1460-2466.1993.tb01304.x

Geise, S., & Maubach, K. (2024). Catch Me If You Can: How Episodic and Thematic Multimodal News Frames Shape Policy Support by Stimulating Visual Attention and Responsibility Attributions. Front. Commun., 9, 1305048. https://doi.org/10.3389/fcomm.2024.1305048

Greenfield, J., Wang, S. T., Jung, S., Gautam, S., Yang, K., & Metaxa, D. (2026). What’s Political on TikTok? Perceptions, Prevalence, and Patterns of Exposure to TikToks Users Perceive as Political. Proceedings of the International AAAI Conference on Web and Social Media, 20(1), 939-956. https://doi.org/10.1609/icwsm.v20i1.42675

Guess, A. M., Lerner, M., Lyons, B., Montgomery, J. M., Nyhan, B., Reifler, J., & Sircar, N. (2020). A Digital Media Literacy Intervention Increases Discernment between Mainstream and False News in the United States and India. Proceedings of the National Academy of Sciences, 117(27), 15536-15545. https://doi.org/10.1073/pnas.1920498117

Kristjansson, E. A., Gelli, A., Welch, V., Greenhalgh, T., Liberato, S., Francis, D., & Espejo, F. (2016). Costs, and Cost-Outcome of School Feeding Programmes and Feeding Programmes for Young Children: Evidence and Recommendations. International Journal of Educational Development, 48, 79-83. https://doi.org/10.1016/j.ijedudev.2015.11.011

Lecheler, S., & de Vreese, C. H. (2016). How Long Do News Framing Effects Last? A Systematic Review of Longitudinal Studies. Annals of the International Communication Association, 40(1), 3-30. https://doi.org/10.1080/23808985.2015.11735254

Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook (2nd Ed.). Thousand Oaks: SAGE Publications.

Permadi, D., Muyassaroh, I. S., Purnaweni, H., & Widodo, A. S. (2023). Media Massa dan Konstruksi Realitas (Analisis Framing terhadap Pemberitaan UU IKN pada Media Online Tempo.com dan MediaIndonesia.com). Jurnal Ilmu Komunikasi, 22(1), 1-17. https://doi.org/10.31315/jik.v22i1.7754

Valenzuela, S., Halpern, D., Katz, J. E., & Miranda, J. P. (2019). The Paradox of Participation versus Misinformation: Social Media, Political Engagement, and the Spread of Misinformation. Digital Journalism, 7(6), 802-823. https://doi.org/10.1080/21670811.2019.1623701

Valkenburg, P. M., Meier, A., & Beyens, I. (2022). Social Media Use and Its Impact on Adolescent Mental Health: An Umbrella Review. Current Opinion in Psychology, 44, 58-68. https://doi.org/10.1016/j.chbr.2023.100343

van Hulst, M., Metze, T., Dewulf, A., de Vries, J., van Bommel, S., & van Ostaijen, M. (2025). Discourse, Framing and Narrative: Three Ways of Doing Critical, Interpretive Policy Analysis. Critical Policy Studies, 19(1), 74-96. https://doi.org/10.1080/19460171.2024.2326936

Vraga, E. K., & Tully, M. (2021). News Literacy, Social Media Behaviors, and Skepticism Toward Information on Social Media. Information, Communication & Society, 24(1), 1-17. https://doi.org/10.1080/1369118X.2019.1637445

Windayanto, R. N. A., Pradana, A. A., Wahyunanda, M., Mahadewi, M., Firmonasari, A., Agatha, A. O., & Safira, A. D. (2025). Identifikasi Sentimen Negatif Masyarakat Indonesia-Malaysia dan Rumusan Strategi Rekonsiliasi Berbasis Budaya. Jurnal Masyarakat dan Budaya, 26(2), 48-67. https://doi.org/10.55981.2024.14045

Wineburg, S., & McGrew, S. (2017). Lateral Reading: Reading Less and Learning More When Evaluating Digital Information. Teachers College Record, 121, 1-40. https://doi.org/10.2139/ssrn.3048994