<![CDATA[Abstrak: Penelitian ini bertujuan untuk mendeskripsikan secara mendalam persepsi mahasiswa Program Studi Pendidikan Teknik Bangunan terhadap penggunaan video pendek sebagai media pembelajaran pada mata kuliah Perawatan Gedung. Penelitian dilakukan dengan pendekatan kualitatif melalui metode studi kasus, sehingga memungkinkan peneliti menggali pengalaman belajar mahasiswa secara lebih komprehensif. Data dikumpulkan melalui wawancara semi-terstruktur terhadap lima mahasiswa yang sebelumnya telah menonton tiga video pendek bertema korosi pada bangunan. Video tersebut digunakan sebagai stimulus utama, kemudian dianalisis menggunakan kerangka teori Stimulus–Organism–Response (S-O-R) yang menekankan hubungan antara rangsangan, reaksi internal, dan respons yang ditunjukkan mahasiswa. Hasil penelitian memperlihatkan bahwa mahasiswa memiliki persepsi positif terhadap penggunaan video pendek. Mereka menilai kualitas visual dan audio yang ditampilkan cukup baik, durasi yang singkat (1–3 menit) dianggap ideal, serta penyajian materi jelas, runtut, dan mudah dipahami. Video juga dinilai menarik, mampu menciptakan suasana belajar yang menyenangkan, serta membantu mahasiswa memahami konsep secara cepat dan efisien. Walaupun demikian, sebagian responden memberikan masukan agar konten dilengkapi dengan contoh nyata, ilustrasi lapangan, atau studi kasus yang relevan sehingga lebih aplikatif dan membumi. Temuan ini menegaskan bahwa video pendek dapat menjadi media pembelajaran yang efektif, terutama bila diintegrasikan dalam strategi blended learning yang mengombinasikan pemutaran video dengan diskusi, kuis interaktif, maupun sesi tanya jawab. Abstract: This study aims to provide an in-depth description of the perceptions of students in the Building Engineering Education Study Program regarding the use of short videos as a learning medium in the Building Maintenance course. The study employed a qualitative approach, utilizing a case study method, which enabled researchers to explore students' learning experiences more comprehensively. Data were collected through semi-structured interviews with five students who had previously watched three short videos on the topic of corrosion in buildings. The videos served as the primary stimulus and were then analyzed using the Stimulus–Organism–Response (S-O-R) theoretical framework, which emphasizes the relationship between stimuli, internal reactions, and student responses. The results showed that students had positive perceptions of using short videos. They considered the visual and audio quality to be quite good, the short duration (1–3 minutes) was considered ideal, and the presentation of the material was clear, coherent, and easy to understand. Videos were also considered engaging, as they helped create a fun learning atmosphere and enabled students to grasp concepts quickly and efficiently. However, some respondents suggested supplementing the content with real-world examples, field illustrations, or relevant case studies to make it more applicable and down-to-earth. These findings confirm that short videos can be an effective learning medium, especially when integrated into blended learning strategies that combine video screenings with discussions, interactive quizzes, and question-and-answer sessions.]]>
