PEMAKNAAN GURU SMAN 1 KADEMANGAN BLITAR SEBAGAI PENONTON YOUTUBE FERRY IRWANDI (Studi Resepsi pada Konten Penyebab Kegagalan Adopsi Sistem Pendidikan Finlandia di Indonesia)

This study examines how teachers at SMAN 1 Kademangan Blitar interpret Ferry Irwandi’s YouTube video entitled “Penyebab Kegagalan Adopsi Sistem Pendidikan Finlandia di Indonesia” (“The Causes of the Failure to Adopt the Finnish Education System in Indonesia”). This research is grounded in issues concerning educational quality disparities, the dynamics of educational policy, teacher welfare, infrastructure limitations, and the increasing role of YouTube as a mass communication medium for educational discourse. In this context, teachers are positioned as active audiences who do not merely receive media messages passively, but interpret them based on their professional experience, school conditions, and the socio-cultural realities of education in Indonesia. This study employs a qualitative interpretative approach using reception studies and Stuart Hall’s encoding-decoding theory to analyze dominant, negotiated, and oppositional reading positions. The research subjects were selected through purposive sampling, consisting of seven teachers at SMAN 1 Kademangan Blitar who have teaching experience and involvement in the implementation of educational policies. Data were collected through semi-structured interviews and documentation, then analyzed through data condensation, data display, conclusion drawing, verification, and member checking to ensure the credibility of the findings. The results show that the majority of teachers occupy a dominant position by accepting the criticism regarding the decline in students’ basic competencies, inequality in educational distribution, zoning-policy problems, curriculum changes, teacher quality, and Indonesia’s unpreparedness to adopt the Finnish education system without contextual adjustment. Some teachers occupy a negotiated position by considering policy objectives, student motivation, technological adaptation, and local wisdom, while an oppositional position emerges when teachers perceive the criticism as overly general. These findings affirm that teachers’ reception is active, critical, professional, and contextual.