Abstract
The purpose of this study is to describe the management of outdoor learning models in environmental education courses. The method used is descriptive qualitative, in which the researcher analyzes the results of the interview management model of outdoor learning based on the needs of the course. This activity takes place from December 2019 to February 2020. The sample of this study was 5 lecturers (3 women and 2 men) in the age range of 32-40 years. The sample selection technique was carried out intentionally by evaluating the teaching experience of environmental education courses for a minimum of 4 years. The results of this study were obtained from the management of outdoor learning models in environmental education courses divided into 5 stages, namely analyzing curriculum structure, study the potential and needs of courses, planning, implementation, and evaluation. The conclusion from this study is that outdoor learning models have various positive impacts on their application. The outdoor learning model will be implemented well if it is accompanied by good management. 5 stages in the management of the outdoor learning model are connected. Hope can be applied to other subjects. A finding in this study is outdoor learning models still require face-to-face class, but more time for activities outside the classroom. Activities in the class are in the form of initial coordination, delivery of product designs, and delivery of results. The management of the outdoor learning model needs to be tried in other subjects.
Highlights
The learning model is a whole set of teaching materials starting pre-activity until after the learning activity is carried out which involves all aspects of related facilities that are used either slenderly or indirectly
The outdoor learning model does not merely move the lesson outside the classroom but is done by inviting students to unite with nature and to do some activities that lead to the realization of changes in student behavior towards the environment through stages of awareness, understanding, attention, responsibility and action or behavior
Interesting things that were obtained by researchers when in the preparation stage questions in applying the outdoor learning model were in the curriculum analysis section used
Summary
The learning model is a whole set of teaching materials starting pre-activity until after the learning activity is carried out which involves all aspects of related facilities that are used either slenderly or indirectly. The outdoor learning model does not merely move the lesson outside the classroom but is done by inviting students to unite with nature and to do some activities that lead to the realization of changes in student behavior towards the environment through stages of awareness, understanding, attention, responsibility and action or behavior. Learning experiences like this offer many opportunities for personal development and learning skills in various fields such as communication, problem-solving, information technology, working with others, creativity and thinking ability (Johnson & Ivie, 2003). These competencies are needed by students to meet opportunities and challenges when the world changes rapidly
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