Alfun Salam (1), Yuli Ifana Sari (2), Onik Farida Nikmatullah (3)
General background: Social Studies (IPS) learning on historical heritage often relies on lecture-based methods that limit student engagement and conceptual understanding. Specific background: At SMA Islam Sidoarjo, teaching Hindu–Buddhist heritage has not yet optimally utilized local sites such as Candi Tawangalun as contextual learning resources. Knowledge gap: Empirical evidence on the effectiveness of field trip (karyawisata) methods in improving senior high school students’ understanding of Hindu–Buddhist heritage remains limited. Aims: This study examines the influence of the field trip method to Candi Tawangalun on students’ understanding of Hindu–Buddhist heritage in grade X IPS. Results: Using a quasi-experimental pretest–posttest control group design (N = 100), the experimental classes showed significantly higher gains (N-Gain 0.57–0.58; moderate) than the control class (N-Gain 0.27; low), supported by strong observation and questionnaire scores. Novelty: The study integrates local temple heritage as a structured field-based IPS learning model at the SMA level, combining cognitive outcomes with students’ affective and motivational responses. Implications: Findings underscore the need for schools and teachers to institutionalize field trip–based, local-history learning to enhance understanding, engagement, and appreciation of cultural heritage in IPS instruction.
Highlights:
Shows that field trips to local temples significantly improve students’ understanding of Hindu–Buddhist heritage.
Demonstrates higher learning gains in experimental classes compared to traditional lecture-based teaching.
Highlights the importance of integrating local cultural sites into IPS learning to boost engagement and appreciation.
Keywords: Hindu–buddhist Heritage, Field Trip Method, Social Studies Learning, Candi Tawangalun, Student Understanding
Z. Arifin, Psikologi Pendidikan. Jakarta, Indonesia: Rajawali Pers, 2021.
S. Arikunto, Prosedur Penelitian: Suatu Pendekatan Praktik, 7th rev. ed. Jakarta, Indonesia: Rineka Cipta, 2021.
H. Gunawan, Pendidikan Karakter: Konsep dan Implementasi. Bandung, Indonesia: Alfabeta, 2019.
M. Hosnan, Strategi Pembelajaran Saintifik dan Kontekstual dalam Kurikulum 2013. Bogor, Indonesia: Ghalia Indonesia, 2017.
K. Komalasari, Pembelajaran Kontekstual: Konsep dan Aplikasi. Bandung, Indonesia: PT Refika Aditama, 2013.
D. Kurniawan and Z. Arifin, Metodologi Penelitian Kuantitatif dan Kualitatif. Yogyakarta, Indonesia: Deepublish, 2020.
U. Latifah, Peningkatan Pemahaman Konsep IPS Melalui Penerapan Metode Active Learning The Index Card Match pada Siswa Kelas VA SD Ngoto Tahun Pelajaran 2016/2017. Yogyakarta, Indonesia: Skripsi tidak diterbitkan, 2017.
A. Marzuki, “Pembelajaran IPS Berbasis Kegiatan Lapangan,” Jurnal Pendidikan dan Sosial Humaniora, vol. 4, no. 1, pp. 55–63, 2020.
E. Mulyasa, Pengembangan dan Implementasi Kurikulum 2013. Bandung, Indonesia: Remaja Rosdakarya, 2018.
A. D. Ningsih and Y. Rahmawati, “Analisis Peningkatan Hasil Belajar Siswa Melalui Pendekatan Kontekstual,” Jurnal Pendidikan dan Pembelajaran, vol. 10, no. 2, pp. 145–152, 2020.
E. Prasetyo and M. Jannah, Metode Penelitian Kuantitatif: Dilengkapi Perbandingan Perhitungan Manual dan SPSS. Yogyakarta, Indonesia: Zanafa Publishing, 2017.
R. D. Putri and E. Lestari, “Pembelajaran di Luar Kelas sebagai Sarana Meningkatkan Kemandirian Belajar,” Jurnal Pendidikan Inovatif, vol. 7, no. 3, pp. 88–94, 2019.
T. Rahayu, Pembelajaran IPS: Konsep dan Aplikasi. Bandung, Indonesia: Alfabeta, 2019.
Roestiyah, Strategi Belajar Mengajar. Jakarta, Indonesia: Rineka Cipta, 2012.
L. Rohmah, “Retensi Belajar Melalui Pengalaman Lapangan,” Jurnal Psikologi Pendidikan, vol. 15, no. 1, pp. 45–52, 2020.
Rusman, Belajar dan Pembelajaran Berbasis Komputer. Jakarta, Indonesia: Kencana, 2017.
S. Sagala, Konsep dan Makna Pembelajaran. Bandung, Indonesia: Alfabeta, 2016.
Sardjiyo et al., Pendidikan IPS di Sekolah Dasar. Jakarta, Indonesia: Universitas Terbuka, 2009.
M. N. Somantri, Menggagas Pembaharuan Pendidikan IPS. Bandung, Indonesia: Remaja Rosdakarya, 2001.
N. Sudjana, Penilaian Hasil Proses Belajar Mengajar. Bandung, Indonesia: Remaja Rosdakarya, 2016.
Sugihartono et al., Psikologi Pendidikan. Yogyakarta, Indonesia: UNY Press, 2007.
Sugiyono, Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif, dan R&D. Bandung, Indonesia: Alfabeta, 2017.
Sugiyono, Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Bandung, Indonesia: Alfabeta, 2017.
Sukardi, Metode Pembelajaran Inovatif di Era Digital. Yogyakarta, Indonesia: Deepublish, 2021.
J. Suprihatiningrum, Strategi Pembelajaran: Teori dan Aplikasi. Yogyakarta, Indonesia: Ar-Ruzz Media, 2016.
A. Susanto, Pengantar Ilmu Pendidikan. Jakarta, Indonesia: Kencana, 2016.
A. Susanto, Teori Belajar dan Pembelajaran di Sekolah Dasar. Jakarta, Indonesia: Kencana, 2017.
Suyono and Haryanto, Implementasi Belajar dan Pembelajaran. Bandung, Indonesia: Remaja Rosdakarya, 2015.
S. B. Djamarah and A. Zain, Strategi Belajar Mengajar. Jakarta, Indonesia: Rineka Cipta, 2010.
S. Wahyuni and T. Prasetyo, “Pengaruh Lingkungan Belajar terhadap Motivasi Siswa,” Jurnal Pendidikan Dasar, vol. 9, no. 1, pp. 31–39, 2017.
U. S. Winataputra et al., Strategi Belajar Mengajar. Jakarta, Indonesia: Pusat Penerbitan Universitas Terbuka, 2003.
W. S. Winkel, Psikologi Pendidikan dan Evaluasi Belajar. Jakarta, Indonesia: PT Gramedia Pustaka Utama, 2004.
A. Yani and Suhartono, “Representasi Arsitektur Candi sebagai Media Pendidikan Karakter Berbasis Budaya Lokal,” Jurnal Arkeologi, vol. 37, no. 2, pp. 101–112, 2016.