<![CDATA[Penelitian ini bertujuan mengkaji bagaimana mahasiswa Pendidikan Geografi memaknai pengalaman Kuliah Kerja Lapangan (KKL) di wilayah pesisir Kepulauan Seribu sebagai sumber belajar kontekstual dalam pembelajaran geografi pesisir, serta mengidentifikasi fenomena pesisir yang berpotensi dikembangkan sebagai bahan ajar. Penelitian menggunakan pendekatan mixed-methods desain concurrent embedded. Populasi adalah mahasiswa Pendidikan Geografi Angkatan 2023 yang mengikuti KKL di Pulau Pramuka, Pulau Pari, dan Pulau Tidung, dengan sampel 66 mahasiswa (kuesioner) dan 2 mahasiswa (wawancara) yang dipilih secara purposive. Data dikumpulkan melalui kuesioner Likert 25 item dan wawancara mendalam semi terstruktur, lalu dianalisis secara deskriptif (persentase dan rata-rata per item, diuji reliabilitasnya dengan Cronbach's alpha) untuk data kuantitatif, serta analisis tematik dan triangulasi untuk data kualitatif. Hasil menunjukkan mahasiswa memandang pengalaman KKL relevan sebagai sumber belajar kontekstual (76,3% setuju/sangat setuju), berkontribusi terhadap pemahaman konsep dan berpikir kritis (72,1%), serta berpotensi dikembangkan menjadi bahan ajar bervisual dan berbasis peta (77,0%). Wawancara memperdalam temuan bahwa nilai pembelajaran KKL tidak melekat otomatis pada kegiatannya, melainkan bergantung pada bagaimana pengalaman itu dimaknai kembali, termasuk kesadaran kritis terhadap regulasi lahan pesisir dan efektivitas konservasi yang tidak tertangkap kuesioner. Penelitian menyarankan pengalaman lapangan dirancang disertai refleksi terstruktur agar potensinya sebagai sumber belajar kontekstual termanfaatkan optimal. ABSTRACT This study examines how Geography Education students make meaning of their field study (Kuliah Kerja Lapangan/KKL) experience in the coastal area of Kepulauan Seribu as a contextual learning resource for coastal geography education, and identifies coastal phenomena perceived as having the greatest potential for development into instructional material. The study employed a mixed-methods approach with a concurrent embedded design. The population comprised 2023-cohort Geography Education students who completed KKL on Pramuka, Pari, and Tidung Islands, with a purposively selected sample of 66 students (questionnaire) and 2 students (interviews). Data were collected through a 25-item Likert questionnaire and semi-structured in-depth interviews, then analyzed descriptively (percentages and item means, with reliability tested using Cronbach's alpha) for quantitative data, and through thematic analysis and triangulation for qualitative data. Results show students perceived their KKL experience as relevant as a contextual learning resource (76.3% agree/strongly agree), contributing to conceptual understanding and critical thinking (72.1%), and holding strong potential for development into instructional material supported by visual data and maps (77.0%). Interviews further revealed that the pedagogical value of fieldwork is not inherent to the activity itself but depends on how the experience is subsequently reinterpreted, including critical awareness of coastal land-use regulation issues and conservation program effectiveness not captured by the questionnaire. The study recommends pairing field experiences with structured reflection to optimize their potential as a contextual learning resource. ]]>
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