Integrating Theory and Practice through Field-Based Learning Strategies

Abstract

This research is motivated by the need for a history learning model that can connect theory with students' real-life experiences. The purpose of this research is to analyze the relationship between historical theory, cultural values, and archaeological heritage in field-based practice through the application of the Field-Based Learning approach, and to assess the effectiveness of This Approach in deepening students' understanding and encouraging their active participation in the Kagaluhan course. This research uses a descriptive method with a qualitative approach. The subjects of the research were 20 students of the History Education Study Program who took the Kagaluhan course, as well as the lecturers teaching the course. Participants also included managers of local historical sites and local community leaders. The participant selection technique used was purposive sampling. Data collection methods included observation, interviews, document analysis, and triangulation. The main research instruments were observation sheets and interview guides. The data analysis technique used was qualitative descriptive analysis, with data analysis procedures following the Miles and Huberman model. The results showed that students were able to integrate theory with the history, culture, and archaeological heritage of Galuh with field facts through observation activities at historical sites and local cultural traditions. Student participation was evident through verbal and nonverbal communication in discussions and active involvement in the field. In conclusion, Field-Based Learning effectively improves material comprehension, critical thinking skills, and collaboration, while also fostering an appreciation for local historical and cultural heritage.