Integration of Field Work Practices in Contextual Learning of Ecology in Biology Education Program Muhammadiyah Palangka Raya University
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Abstract
Ecology instruction in higher education often struggles to connect theoretical knowledge with real-world ecological complexity. Traditional, text-based learning limits students’ conceptual understanding, critical thinking, and environmental awareness. This study investigates the impact of integrating Field Work Practices within a Contextual Teaching and Learning (CTL) framework on students in a Biology Education program. Using a quasi-experimental pretest-posttest non-equivalent control group design, the experimental group engaged in ecological learning across three local ecosystems: peat swamp forests, riverbanks, and sustainable agricultural areas. Instruments including concept tests, critical thinking rubrics, and environmental awareness questionnaires were validated and reliable (α = 0.82, 0.79, and 0.85, respectively). Results showed a notable improvement in ecological understanding (N-Gain = 0.63), contextual thinking (average score: 80.4 vs. 67.0), and environmental awareness (mean = 4.23), particularly in students’ attitudes (4.4). These findings demonstrate that CTL-based fieldwork significantly enhances students’ ecological competence holistically, supporting their cognitive, affective, and psychomotor development as future biology educators.
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