Implementation of Science Learning in Inquiry-Based Field Work Lectures in an Effort to Encourage IKU Achievement in Higher Education

Abstract

Implementation of inquiry-based Field Work Lecture (KKL) learning has been carried out by the UNS Environmental Science Doctoral study program. KKL functions to apply theory in the classroom and in the field so that it will influence learning outcomes and learning effectiveness. Through inquiry-based KKL, students gain direct experience in exploring the world of work and society, with an emphasis on developing analytical skills, problem solving abilities, and decision making based on data. The inquiry approach provides opportunities for students to be actively involved in the learning process, by asking questions, conducting research, and finding solutions to challenges faced in the field. This research discusses the implementation of inquiry-based Field Work Lectures for PhD students in Environmental Science. The method used is a qualitative method. The subjects of this research were students who did fieldwork at Baluran National Park. Data analysis began with interviews with research subjects regarding the implementation of fieldwork lectures, while for learning outcome data tabulation was used. Based on the results of the interview, the implementation of KKL learning for Doctoral Environmental Sciences consists of three stages, namely the preparation, implementation and post-KKL stages. The aim of this KKL is to improve the ability to understand theoretical concepts, apply student knowledge to the situation and conditions of Baluran National Park and find problem solving for environmental problems in Baluran National Park. This inquiry-based KKL learning plays an important role in achieving IKU, especially in the aspects of improving the quality of learning, developing student competencies, as well as strengthening relations between universities and the industrial world.