Collaboration and Reflective Practices in Field-Based Learning: Strengthening Academic Literacy through Digital Documentation

Yazid Fanani; Laela Rosidha; Fety Fitriana Hertika; Ardhana Januar Mahardhani

doi:10.58905/saluspublica.v3i3.519

Authors

Yazid Fanani Department of Pedagogy, Postgraduate Program Universitas Muhammadiyah Ponorogo, Ponorogo, Indonesia
Laela Rosidha Department of Pedagogy, Postgraduate Program Universitas Muhammadiyah Ponorogo, Ponorogo, Indonesia
Fety Fitriana Hertika Department of Pedagogy, Postgraduate Program Universitas Muhammadiyah Ponorogo, Ponorogo, Indonesia
Ardhana Januar Mahardhani Department of Pedagogy, Postgraduate Program Universitas Muhammadiyah Ponorogo, Ponorogo, Indonesia

DOI:

https://doi.org/10.58905/saluspublica.v3i3.519

Keywords:

Academic Literacy, Collaboration, Digital Documentation, Field-based learning, Reflective Practice

Abstract

This research seeks to examine how teamwork, reflective methods, and digital records in field-based learning enhance academic literacy in postgraduate students. The program was carried out via a field study in Semarang, engaging key partner organizations such as Universitas PGRI Semarang (UPGRIS), Semesta School, the Kota Tua heritage area, and the Grand Mosque of Central Java (MAJT). Using a descriptive qualitative method, data were collected via participatory observation, interviews, digital records, and reflective group discussions. The results indicate that collaboration among institutions offers valuable empirical environments that allow students to link theoretical ideas with practical applications, especially in fields like educational governance, digital innovation, cultural preservation, and spiritual leadership. Reflective practices act as vital tools that enable students to interpret field experiences, participate in analytical processing, and convert observations into a more profound academic comprehension. Simultaneously, digital records improve observational precision, deepen reflective involvement, and bolster academic claims with visual and multimodal proof. The research finds that combining collaboration, reflection, and digital documentation creates a comprehensive learning structure that effectively enhances students’ academic writing abilities, critical thinking, and overall academic literacy in the context of Education 5.0. The research suggests the necessity for more organized, technology-enhanced field learning frameworks to maximize academic and professional learning results for graduate students.

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