I Wayan Suanda, Kadek Intan Rusmayanthi, Mikaela Ina Papa

PEMBELAJARAN EKOLOGI HEWAN DI BUDIDAYA LEBAH MADU TRIGONA SP. DI DESA ADAT CENGKOK MENGWI

Introduction

Pembelajaran ekologi hewan di budidaya lebah madu trigona sp. Di desa adat cengkok mengwi. Pembelajaran ekologi hewan di budidaya lebah Trigona sp. Desa Cengkok Mengwi. Praktik lapangan tingkatkan pengetahuan, kreativitas, dan kompetensi calon guru.

Abstract

Field learning in the form of field lecture practice (PKL) as a form of outdoor learning method is a form of learning process in increasing the capacity and ability of students to encourage the growth of creativity and student motivation to bridge the gap between the theory in books and real conditions found in the field. PKL provides an opportunity for students to explore events and conditions of animal life in this case the life of Trigona sp. bees that interact with abiotic and biotic environments. The purpose of the field work practice (PKL) activity is to improve students' knowledge and experience in animal ecology courses by developing learning materials received in class lectures with real conditions that occur in the field to strengthen and improve professional competence as prospective teachers. The PKL activity also expects students to be able to sharpen their exploration, creativity and innovation in thinking and to be able to develop their abilities in dealing with problems faced through solving solutions academically, professionally and responsibly. PKL is outdoor learning as learning with an in-depth approach (deep learning approaches) which provides a very interesting atmosphere in the learning process because students can directly and deeply observe the objects that have been determined.

Review

This paper presents a compelling rationale for incorporating field-based learning into animal ecology curricula, using the practical context of a *Trigona sp.* bee farm in Cengkok Mengwi village. The "Field lecture practice" (PKL) is clearly positioned as a vital outdoor learning methodology designed to bridge the often-present gap between theoretical classroom instruction and the complex realities of natural ecosystems. This approach is commendably aimed at fostering student creativity, motivation, and a deeper understanding of ecological principles through direct engagement with living organisms and their environment. The abstract effectively outlines the comprehensive objectives of this pedagogical initiative. Beyond simply enhancing knowledge and experience in animal ecology, the PKL seeks to cultivate crucial professional competencies, particularly for prospective teachers. By facilitating direct observation and interaction with the intricate life of *Trigona sp.* bees, the program aims to sharpen students' exploratory skills, critical thinking, and problem-solving abilities. This emphasis on an "in-depth approach" to learning, through hands-on experience, promises to develop academically proficient and professionally responsible individuals equipped to tackle real-world challenges. While the abstract primarily focuses on the design and intent of this valuable learning activity, its potential impact on science education is significant. To further strengthen its contribution, future documentation or research arising from this initiative could benefit from detailing the specific learning outcomes achieved by students. Quantifying the improvement in knowledge, skills, and professional competence through empirical data or robust qualitative analyses would provide valuable insights into the effectiveness of this deep learning approach. Such reporting would not only validate the pedagogical model but also serve as an excellent blueprint for implementing similar innovative educational practices in other ecological domains.

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