Identification of “Karst Geopark” Singgahan District, Tuban as Outdoor Learning Laboratory of Social Sciences Sukma Perdana Prasetya 1* , Sarmini 2 , Ita Mardiani Zain 3 , Artono 4 , FX. Sri Sadewo 5 , Hanifah Mahat 6 1 Department of Social Science Education, Faculty of Social Sciences and Law, Universitas Negeri Surabaya, Indonesia 2 Department of Pancasila and Citizenship Education, Faculty of Social Sciences and Law, Universitas Negeri Surabaya, Indonesia 3 Department of Geography Education,Faculty of Social Sciences and Law, Universitas Negeri Surabaya, Surabaya, Indonesia 4 Department t of History Education, Faculty of Social Sciences and Law, Universitas Negeri Surabaya, Surabaya, Indonesia 5 Department of Sociology, Faculty of Social Sciences and Law, Universitas Negeri Surabaya, Surabaya, Indoensia 6 Department of Geography and Environment, Faculty of Human Sciences, University Pendidikan Sultan Idris Selangor, Malaysia * Corresponding author. Email: sukmaperdana@unesa.ac.id ABSTRACT This research is an exploratory study that focuses on how to analyse locations in Singgahan Tuban District as Karst Geoparks to be used as an outdoor learning laboratory for social science material. From this analysis, this research will include: ((1) identification of the requirements and identification of suitable IPS outdoor laboratory locations; in Singgahan Tuban District as a Karst Geopark (2) Response to learning with an outdoor learning laboratory. This study involved 40 Social science teachers at SMP in Tuban-Bojonegoro through Forum Group Discussion (FGD) activities. The data collection techniques used were; (1) content analysis (2) observation; (3) interviews, and (4) FGD. Data analysis techniques referred to Milles and Hubberman [1]), namely data presentation, data reduction, and verification. While quantitative descriptive analysis obtained from data collection techniques will be calculated the percentage. Identification of geopark karst in Singgahan-Tuban sub-district, a location that meets the requirements to be used as outdoor learning for subjects. Social science teachers do not have much experience in implementing outdoor learning due to time, cost, transportation, and guidebook Keywords: Outdoor learning, Social Sciences, Karst, Geopark 1. INTRODUCTION This template, modified in MS Word 2007 and saved as an “In its implementation, the 2013 curriculum uses three approaches, namely the scientific approach, inquiry, and project method. Using the real environment as a learning resource by inviting students to make field observations in accordance with one of the 2013 curriculum approaches, namely the scientific approach. Prioritizing a scientific approach because can lead students not to stop at knowledge, but continue to skills and attitude formation [2]. By conducting field observations students will get the most concrete level of experience because they directly see facts, ideas, events, and real events in the field of the environment. Social science learning based on real environmental conditions can provide motivation, interest, contextual, relevant, and accessible activities in learning outside the classroom [3]. Understanding environmental conditions as a source of learning will be able to raise awareness of students about the importance of maintaining the harmonization of the community environment to the natural environment. A deep understanding of social science is one of the requirements in realizing a professional social science teacher. Advances in Social Science, Education and Humanities Research, volume 603 Proceedings of the International Joined Conference on Social Science (ICSS 2021) Copyright © 2021 The Authors. Published by Atlantis Press SARL. This is an open access article distributed under the CC BY-NC 4.0 license -http://creativecommons.org/licenses/by-nc/4.0/. 232