Abstract
The use of digital learning resources has become important in Arts and Culture learning because it provides accessible visual and practical materials. This study aims to analyze the use of YouTube as a learning resource for Arts and Culture among tenth-grade students at SMA Negeri 6 Pontianak. A descriptive qualitative approach was employed from May 10 to June 21, 2026. The informants consisted of two Arts and Culture teachers and five tenth-grade students selected through purposive sampling. Data were collected through observation, semi-structured interviews, and documentation, then analyzed through data reduction, data display, and conclusion drawing. Data validity was examined through source and technique triangulation. The results show that YouTube was utilized through instructional videos, practice tutorials, performance documentation, examples of artworks, and independent learning. Its use supported students’ attention, motivation, participation, understanding, independence, and skills in observing, identifying, analyzing, appreciating, and practicing Arts and Culture materials. However, its implementation faced challenges related to internet connectivity, digital literacy, content suitability, and the need for teacher guidance. These findings indicate that optimizing YouTube requires relevant content selection and structured teacher guidance.
ABSTRAK
Pemanfaatan sumber belajar digital menjadi bagian penting dalam pembelajaran Seni Budaya karena dapat menyediakan materi visual dan praktik yang mudah diakses. Penelitian ini bertujuan menganalisis pemanfaatan YouTube sebagai sumber belajar Seni Budaya pada peserta didik kelas X SMA Negeri 6 Pontianak. Penelitian menggunakan pendekatan deskriptif kualitatif yang dilaksanakan pada 10 Mei–21 Juni 2026. Informan terdiri atas dua guru Seni Budaya dan lima peserta didik kelas X yang dipilih secara purposive. Data dikumpulkan melalui observasi, wawancara semi-terstruktur, dan dokumentasi, kemudian dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan. Keabsahan data diperiksa melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa YouTube dimanfaatkan melalui video pembelajaran, tutorial praktik, dokumentasi pertunjukan, contoh karya seni, dan belajar mandiri. Pemanfaatannya mendukung perhatian, motivasi, partisipasi, pemahaman, kemandirian, serta keterampilan mengamati, mengidentifikasi, menganalisis, mengapresiasi, dan mempraktikkan materi Seni Budaya. Namun, pemanfaatan YouTube menghadapi kendala jaringan internet, literasi digital, kesesuaian konten, dan kebutuhan pendampingan guru. Temuan ini menunjukkan bahwa optimalisasi YouTube memerlukan seleksi konten yang relevan dan bimbingan guru secara terarah.