Implementation of the Integrated Living Laboratory Learning Model in Social Studies Education

Abstract

Purpose: Evaluate a methodology for developing community-based social studies education field laboratories; develop a comprehensive model for field laboratories, integrating classroom learning with real-world applications; provide insights for integrating field laboratories into social studies education, emphasizing experiential learning and community engagement. Method: This mixed method research design, adopting both qualitative and quantitative techniques, employed interviews, documentation, and questionnaire as data collection instruments. The qualitative data examined the objectives of research as well as design and learning products; the quantitative data showed trial results of field laboratory through the response scores of expert validators and respondents.

Findings: By following the concept of living laboratory, learning becomes a participatory experience of events that are actually present and takes place in the practice of life. In addition, learning that involves facilitative relationships carried out by lecturers to students in a more egalitarian atmosphere will make the learning process more fun and creative. The study thus proves the dynamics that the phenomenon under study can be experienced and understood contextually and actually. Implications for Research and Practice: A community-based social studies education field laboratory development model can also be developed virtually in response to the conditions of the COVID-19 pandemic outbreak which initiated policies like learning from home.