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Field study treatments were provided over the last three weeks of a semester using offline lectures across 12 meetings. Participants included four classes of 61 undergraduate Islamic studies students in the first semester. Questionnaire data were analyzed qualitatively using data reduction, display, and conclusion drawing. 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This action research research was carried out by providing field study treatments in the last 3 weeks of 12 meetings during offline learning lectures in one semester. The time of the research was carried out during the 2021/2022 even semester studies atthe undergraduate program of the Islamic religious education study program, Faculty of Islamic Studies, Islamic University of Indonesia. The research subjects were four classes in the educational supervision subject with 61 Islamic studies bachelor students in the 1st semester as respondents. Data collection techniques using questionnaires (open-ended questions) . The data analysis technique was carried out in a qualitative analysis with the stages of data reduction, data display, and drawing conclusions. The results showed that the implementation of the field study learning model in educational supervision courses had an impact on student competence, character and skills. The majority of students experienced an increased understanding of educational supervision material. The skills of communicating and composing student instruments also improved. Students feel more courageous and confident in public speaking. In the end this field study learning model is also effective in improving student cognitive learning outcomes.  \nKeywords: field studies, educational supervision, Islamic studies students, cognitive learning outcomes  \nINTRODUCTION  \nThe success of the learning process is not necessarily measured by the final results of learning, but through a series of long processes during learning (Ghufron & Hardiyanto, 2017; Vaquilar-Romo et al., 2019) . This learning success indicator includes all competencies that are the target of learning. These competencies include knowledge, skills, attitudes, or values that are embodied in habits of thought and behavior. The existence of this learning mastery ensures that all students master the competencies expected in a particular teaching material before moving on to the next teaching material (Djamaluddin & Wardana, 2019) .  \nThe learning process is said to be successful if there is a change from the cognitive, affective and psychomotor aspects of students to a better direction (Djamaluddin & Wardana, 2019) . This change isan indication of the proper and appropriate implementation of the learning process (Munna & Kalam, 2021) . At the college, the minimum learning completeness reference refers to the learning achievements of the courses contained in the semester and syllabus lesson plans.  \nThe success of the learning process cannot be separated from the selection and use of appropriate learning methods. The learning method can be interpreted as a method used to implement plans that have been prepared by educators in the form of real and practical activities to achieve learning objectives. The main objective of the learning method is to facilitate the process and achieve student learning outcomes in accordance with what has been planned by students (Djamaluddin & Wardana, 2019; Ghufron & Hardiyanto, 2017) .  \nCitation: Susilo, M. J. (2023) . Implementing of field study learning methods in educational supervision course.  \nAnatolian Journal of Education, 8(2), 21-34. [https://doi.org/10.29333/aje.2023.822a](https://doi.org/10.29333/aje.2023.822a)  \nA good learning method must at least meet four basic criteria namely; 1) it can arouse students'curiosity, 2) it can generate positive optimism in students, 3) it can foster student creativity and 4) it can be applied effectively (Ahlaro, 2020) . Selection of the right learning method must consider at least two conditions, namely according to the charact","cbCaio8gQMgLa3vc","https://ap.wps.com/l/cbCaio8gQMgLa3vc","pdf",330166,14,"English","# Introduction\n## Learning success indicators\n## Role of learning methods\n## Field study as an outdoor learning method\n## Definitions and purposes of field studies","[{\"question\":\"What is the main aim of the study?\",\"answer\":\"To determine the feasibility of implementing field study learning methods in educational supervision courses.\"},{\"question\":\"How was the field study intervention implemented during the course?\",\"answer\":\"Field study treatments were conducted over the last three weeks of 12 meetings within offline learning lectures across one semester.\"},{\"question\":\"What outcomes were reported after applying the field study learning model?\",\"answer\":\"Students showed increased understanding of educational supervision material, improved communication and instrument-composition skills, greater confidence in public speaking, and effective improvements in cognitive learning outcomes.\"}]","Implementing of Field Study Learning Methods in Educational Supervision Course - Thesis Study | PDF",35]