Designing a Field-Based Environmental Problems (FBEP) Learning Model: Integrating Constructivist Theory and Experiential Learning
Year: 2025
Type: article
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
Institution: State University of Gorontalo
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4413181355