<![CDATA[Implementasi Pembelajaran Kuliah Kerja Lapangan (KKL) berbasis inquiry telah dilakukan program studi S3 Ilmu Lingkungan UNS. KKL berfungsi mengaplikasikan teori di dalam kelas dengan di lapangan sehingga akan berpengaruh pada hasil belajar dan keefektifan pembelajaran. Melalui KKL berbasis inquiry, mahasiswa memperoleh pengalaman langsung dalam menjelajahi dunia kerja dan masyarakat, dengan penekanan pada pengembangan keterampilan analitis, kemampuan pemecahan masalah, serta pengambilan keputusan yang didasarkan pada data. Pendekatan inquiry memberi peluang bagi mahasiswa untuk aktif terlibat dalam proses pembelajaran, dengan cara mengajukan pertanyaan, melakukan penelitian, dan mencari solusi atas tantangan yang dihadapi di lapangan. Penelitian ini membahas tentang implementasi Kuliah Kerja Lapangan berbasis inquiry pada mahasiswa S3 Ilmu Lingkungan. Metode yang digunakan adalah metode kualitatif. Subjek dari penelitian ini adalah mahasiswa yang melakukan kuliah kerja lapangan di TN Baluran. Analisis data dimulai dengan wawancara kepada subjek penelitian tentang implementasi Kuliah Kerja lapangan, sedangkan untuk data hasil belajar digunakan tabulasi. Berdasarkan hasil wawancara, implementasi pembelajaran KKL S3 Ilmu Lingkungan atas tiga tahapan, yakni tahapan persiapan, pelaksanaan, dan sesudah KKL. Tujuan KKL ini adalah meningkatkan kemampuan pemahaman konsep teoritis, mengaplikasikan pengetahuan mahasiswa terhadap situasi dan kondisi TN Baluran serta menemukan problem solving atas permasalahan lingkungan di TN Baluran. Pembelajaran KKL berbasis inquiry ini berperan penting dalam pencapaian IKU, terutama dalam aspek peningkatan kualitas pembelajaran, pengembangan kompetensi mahasiswa, serta mempererat hubungan perguruan tinggi dengan dunia industriImplementation of inquiry-based Field Work Lecture (KKL) learning has been carried out by the UNS Environmental Science Doctoral study program. KKL functions to apply theory in the classroom and in the field so that it will influence learning outcomes and learning effectiveness. Through inquiry-based KKL, students gain direct experience in exploring the world of work and society, with an emphasis on developing analytical skills, problem solving abilities, and decision making based on data. The inquiry approach provides opportunities for students to be actively involved in the learning process, by asking questions, conducting research, and finding solutions to challenges faced in the field. This research discusses the implementation of inquiry-based Field Work Lectures for PhD students in Environmental Science. The method used is a qualitative method. The subjects of this research were students who did fieldwork at Baluran National Park. Data analysis began with interviews with research subjects regarding the implementation of fieldwork lectures, while for learning outcome data tabulation was used. Based on the results of the interview, the implementation of KKL learning for Doctoral Environmental Sciences consists of three stages, namely the preparation, implementation and post-KKL stages. The aim of this KKL is to improve the ability to understand theoretical concepts, apply student knowledge to the situation and conditions of Baluran National Park and find problem solving for environmental problems in Baluran National Park. This inquiry-based KKL learning plays an important role in achieving IKU, especially in the aspects of improving the quality of learning, developing student competencies, as well as strengthening relations between universities and the industrial world.]]>
