Year: 2025 | Month: August | Volume: 12 | Issue: 8 | Pages: 186-196
DOI: https://doi.org/10.52403/ijrr.20250821
Designing a Field-Based Environmental Problems (FBEP) Learning Model: Integrating Constructivist Theory and Experiential Learning
Julhim S. Tangio1, Ramli Utina2, Frida Maryati Yusuf3, Lukman Abdul Rauf Laliyo4, Weny Musa5, Masrid Pikoli6
1,2,3,4,5,6Postgraduate Program, Universitas Negeri Gorontalo, Indonesia
Corresponding Author: Frida Maryati Yusuf
ABSTRACT
This study aims to develop a Field-Based Environmental Problems (FBEP) learning model that integrates constructivist theory and experiential learning within the context of higher education, specifically in the Environmental Chemistry course. The FBEP model is designed as a pedagogical framework to foster students’ socio-scientific reasoning skills through direct engagement with real-world environmental issues encountered in the field. The model development was conducted within the Department of Chemistry, Faculty of Mathematics and Natural Sciences, Universitas Negeri Gorontalo, involving four expert validators as research participants. The instructional components developed include a semester learning plan (RPS), student worksheets (LKM), a field trip guide, interview protocols, and instruments for testing and observation. Expert validation focused on evaluating the model’s relevance, content consistency, and theoretical construct. The validation results showed that the FBEP learning model was highly valid, with average scores of 95% for content and 93% for construct validity. These findings suggest that the FBEP model is suitable for instructional use and may be recommended for implementation in other courses that require a problem-based and field-oriented learning approach.
Keywords: FBEP learning model, constructivism, experiential learning, socio-scientific reasoning, expert validation
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