COLLABORATIVE STUDIO AS EDUCATIONAL SQUARE: SOCIO-SPATIAL APPROACH IN INDONESIA
DOI:
https://doi.org/10.35631/IJMOE.830015Keywords:
Collaborative Learning, Collaborative Studio, Educational Square, Learning Space, Socio-Spatial ObservationAbstract
In the landscape of contemporary design education, the physical environment plays a pivotal role in shaping pedagogy. However, discussions on learning spaces often rely heavily on Western paradigms, overlooking the potential of local cultural wisdom. This study reimagines the collaborative studio as an "Educational Square," drawing a theoretical parallel to the Javanese Alun-alun, a central open public plaza historically known for social inclusivity. Utilizing a descriptive qualitative method with a socio-spatial observation approach, this research investigates the dialectic relationship between spatial configuration and social behavior within an Indonesian higher education design studio. The study focuses on mapping daily activities, spontaneous interactions, and movement patterns to determine how open plan designs influence learning communities. Results indicate that barrier-free, flexible studio environments successfully mimic the Alun-alun’s role as a shared learning space. This spatial openness facilitates unplanned encounters between students and lecturers, reduces rigid hierarchical distance, and fosters peer-to-peer knowledge exchange. Consequently, the studio extends beyond a production space into a shared learning environment where academic interaction and informal social exchange coexist. Conclusively, this research highlights that spatial planning is not passive but active in educational outcomes. By adopting the socio-spatial qualities of the Alun-alun, design studios can significantly enhance student engagement, psychological well-being, and a profound sense of belonging to the academic community, validating the necessity of culturally resonant spatial strategies in modern academic architecture.
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