Abstract
Fieldwork plays a crucial role in developing students' research skills by bridging theoretical knowledge with practical application. Despite its importance, challenges remain in effectively integrating fieldwork into geography education to maximize student learning outcomes. This study aims to address this gap by identifying effective strategies for enhancing research skills through field-based activities. A mixed-methods approach was employed, utilizing both quantitative and qualitative research techniques to analyze survey responses from 94 students. Research skill development activities were conducted both in and out of the classroom, and students' performance was assessed using survey-based evaluation tasks. The findings indicate a significant difference in research skill development between the control and experimental groups (U=385.00; p<.05), demonstrating the positive impact of structured fieldwork. Additionally, male students exhibited a faster and more accurate progression in research-related activities compared to female students. Standard deviation values of development indicators further supported these findings, highlighting key differences in skill acquisition. These results provide a foundation for refining fieldwork-based instructional methods, contributing to both theoretical advancements in geography education and practical improvements in teaching approaches.