Fifth-semester students on the Bachelor’s Degree Programme in Science Education at Yogyakarta State University (UNY) undertook a field study as part of the ‘Animal Structure and Function’ module at Krakal Beach, Gunungkidul, Special Region of Yogyakarta, on Friday (4 September 2026). This activity formed part of contextual learning, providing students with the opportunity to study first-hand the relationship between body structure, physiological functions, adaptations and the habitats of animals in a coastal environment. The activity was attended by fifth-semester students, accompanied by five lecturers: Prof. Dr Asri Widowati, M.Pd., Dr Susilowati, M.Pd., Dr Ismail Fikri Natadiwija, M.Pd., Rita Bekti Utami, M.Pd., and Rifqi Rasis, M.Pd. The field study was designed so that students would not only understand the concepts of Animal Structure and Function in theory, but would also be able to observe and analyse biological phenomena directly in the environment.

Krakal Beach was chosen as a learning site because it possesses the characteristics of a coastal environment, with a littoral or intertidal zone that serves as a habitat for various organisms. The littoral zone is a transitional area between the terrestrial and marine environments that experiences periodic changes in environmental conditions due to tides, temperature fluctuations, exposure to sunlight, changes in salinity, and wave action. These conditions make the littoral zone an interesting environment for observing various forms of animal adaptation. During this activity, students explored and observed organisms found in the littoral zone, including in tide pools. Observations focused on the diversity of the animals’ external morphological forms and structures, as well as their relationship to physiological functions and the organisms’ ability to adapt to environmental conditions.

Students also observed various environmental characteristics, including biotic and abiotic factors. The biotic factors observed included the type, number and specific characteristics of organisms, whilst abiotic factors comprised weather conditions, water dynamics and tides, substrate type, and the physical characteristics of the water. Through direct observation, students study various morphological structures of animals, such as shells, abdominal legs, tentacles, exoskeletons, spines and body shapes. These structures are then linked to the organisms’ functions and adaptive strategies in coping with littoral environmental conditions. Some forms of adaptation that are the focus of these activities include protection against desiccation or drought, structures for locomotion and attachment, respiratory mechanisms, as well as osmoregulation and behavioural responses. For example, some animals possess specific body structures or mechanisms to retain moisture, attach to substrates, obtain oxygen, or cope with changes in salinity.

In addition to carrying out simple identification based on physical characteristics, students also documented specimens in situ using a scale reference. This documentation was carried out to record the body shape, colour and external morphological structure of the organisms in proportion. Specific specimens required for further study could be collected and preserved using 70 per cent alcohol, whilst adhering to specimen handling procedures. This field learning activity provides students with the opportunity to integrate the knowledge gained in the classroom with biological phenomena encountered directly in the environment. Students not only make observations, but also discuss, identify organisms, record data, and analyse the relationship between the characteristics of organisms and their habitat conditions. For students training to become science teachers, this experience serves as an important foundation for developing skills in observation, critical thinking, collaboration and scientific communication. Learning through the environment also provides a real-world illustration of how learning resources can be utilised to make science education more contextual, engaging and meaningful.

This fieldwork activity also reinforces the understanding that the study of Animal Structure and Function is not limited to laboratory observations. The natural environment can serve as an open-air laboratory, providing a variety of subjects and phenomena for direct study. The beach, with its littoral ecosystem, offers students the opportunity to observe how the body structure and physiological functions of animals are closely linked to an organism’s ability to survive in a dynamic environment. Through these activities, students are expected to gain a deeper understanding of animal diversity and adaptive mechanisms, whilst also gaining experience in utilising the potential of the environment as a resource for science learning. It is hoped that this experience will inspire students, as future teachers, to design science lessons that are contextual, active, environment-based and meaningful for their pupils.