%0 Thesis
%9 Skripsi
%A Eka Maftuhatil Riskiyah, NIM.: 24204091011
%B FAKULTAS ILMU TARBIYAH DAN KEGURUAN
%D 2026
%F digilib:77334
%I UIN SUNAN KALIJAGA YOGYAKARTA
%K field study; profil lulusan; pengalaman akademik; pendampingan akademik
%P 216
%T MANAJEMEN PROGRAM FIELD STUDY DALAM MENCAPAI PROFIL LULUSAN, KOMPETENSI, DAN PENGALAMAN AKADEMIK MAHASISWA MAGISTER FITK UIN SUNAN KALIJAGA YOGYAKARTA
%U https://digilib.uin-suka.ac.id/id/eprint/77334/
%X This study is driven by the gap between the expected outcomes of field study and its actual implementation at the master's level. While field study is designed to bridge theory and practice, its execution within the Master's Program at FITK UIN Sunan Kalijaga still faces notable challenges, including the lack of standardization across study programs, misalignment between academic expectations and real conditions at partner institutions, and uneven distribution of student experiences. These issues indicate that field study has not been managed strategically and optimally, leaving its potential to shape graduate profiles, competencies, and academic experiences yet to be fully realized. This study aims to analyze: (1) the field study program management encompassing the stages of formulation, implementation, and evaluation; (2) the contribution of field study to the achievement of graduate profiles, competencies, and academic experiences; and (3) the challenges and key success factors of field study implementation. A qualitative approach with a descriptive-analytic method was employed. Data were collected through in-depth interviews, observation, and documentation. Data validity was ensured through source and method triangulation to guarantee research credibility. Data analysis consisted of data condensation, data display, and conclusion drawing. The research findings indicate that the management of field studies in the FITK Master’s Program proceeds through five interconnected stages. During the planning stage, each study program develops technical guidelines tailored to its respective CPLs and determines the field study locations. The organizational stage involves the appointment of field supervisors. During the implementation stage, activities include microteaching/peer teaching, field practice at partner institutions, and the preparation of a mini-research project. The coordination stage involves all parties, including the Field study Supervisors (DPL), students, and partner institutions. During the evaluation stage, assessment is conducted through academic evaluation and feedback from partner institutions. Field studies have proven to positively contribute to achieving the graduate profile as educators, researchers, and administrators, as well as enhancing students’ pedagogical, professional, personal, and social competencies. However, the equity of experiences among students still needs to be improved. Existing challenges and obstacles include coordination of field study implementation, academic adaptation, and limitations in the intensity of academic mentoring. The success of implementing a field study is determined by communication and coordination between parties before, during and after the field study is carried out.
%Z Dr. Nur Saidah S.Ag., M.Ag.