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.
