ABSTRACT Despite the current increase of studies on school trips and experiential learning, questions remain about what aspects of school trips best contribute to students and how it affects students’ learning experience. This study attempts to explore students’ learning experience participating in 1-day cultural school trips in Papua, eastern Indonesia. Conducting trips to two cultural venues (a cultural museum and cultural village) and integrating topics in secondary schools’ curriculum (Papuan local content and Papuan art and culture), we evaluated student learning experiences against Bloom et al.’s (1956) taxonomy of educational objectives. The study found several emergent categories: students’ previous experiences, emotional experiences, impressions on seeing new perspective, reidentifying cultural identity, cultural awareness, personal effect, and framing and comparing learning strategy. The results provide insight into the effectiveness of school trip in the cultural setting in less developed countries and suggest areas for further study.

中文翻译：

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了解学生在文化学校旅行中的学习体验：来自印度尼西亚东部的调查结果

摘要 尽管目前对学校旅行和体验式学习的研究有所增加，但关于学校旅行的哪些方面对学生最有帮助以及它如何影响学生的学习体验的问题仍然存在。本研究试图探索学生在印度尼西亚东部巴布亚参加为期 1 天的文化学校旅行的学习体验。前往两个文化场所（文化博物馆和文化村）并将主题纳入中学课程（巴布亚当地内容和巴布亚艺术和文化），我们根据 Bloom 等人（1956）的分类法评估了学生的学习经历。教育目标。该研究发现了几个新兴类别：学生以前的经历、情感经历、对新视角的印象、重新识别文化身份、文化意识、个人效果，以及制定和比较学习策略。结果提供了对欠发达国家文化环境中学校旅行的有效性的洞察，并提出了进一步研究的领域。