From Anime Visual Culture to Learning Distraction: Exploring the Formation of Visual Habitus among Elementary School Students

Abstract

This study aims to explore the formation of students’ visual habitus and the emergence of learning distraction in relation to popular anime visual culture among fourth-grade students among fourth-grade students in an Indonesian Islamic elementary school context. This research employed a qualitative approach using a mini ethnographic design. Data were collected through classroom observations, in-depth interviews, and documentation involving students, teachers, and parents. Data were analyzed simultaneously using Spradley's ethnographic analysis, including domain, taxonomic, componential, and cultural theme analyses, interpreted through both emic and etic perspectives. Data trustworthiness was ensured through source, technique, and time triangulation, as well as member checking. The findings reveal that repeated exposure to anime through digital media and peer interaction develops students' visual habitus, encouraging them to draw anime spontaneously during classroom learning. Although this practice diverts students' attention from instructional activities and contributes to learning distraction, it also functions as a form of emotional regulation by providing comfort and reducing learning boredom. These findings suggest that learning distraction among anime enthusiast students is the result of the interaction between popular visual culture, habitus, and students' learning experiences. As an implication, Arts-Based Learning Integration and Visual Culture Pedagogy can be applied through structured drawing activities and visual literacy to accommodate students’ visual interests while maintaining their active engagement in learning.