Nature-based Learning Research Articles

Implementasi dan dampak pendidikan holistik berbasis lingkungan pada siswa: studi kasus di sekolah alam

This study investigates the implementation of holistic education at Sekolah Alam Sukahaji in Tasikmalaya and how it impacts student development. The study used a qualitative case study design and employed participant observation, in-depth interviews, and document analysis. Data were collected over a period of six months from various stakeholders, including teachers, parents, and students. The results showed that Sekolah Alam Sukahaji successfully integrated the national curriculum with a nature-based learning approach and the institution’s core values. Sekolah Alam Sukahaji created a learning environment that supports the overall growth of students by using an experiential learning model and the surrounding environment as a medium for learning. This model has been shown to improve students’ cognitive, affective, and psychomotor abilities. The active involvement of parents in the learning process reinforces the idea that education is holistic and has a positive impact on students’ cognitive and socio-emotional development. Thus, Sekolah Alam Sukahaji offers a viable option for the education system and contributes significantly to the diversification of learning methods and education models in Indonesia.

Practitioner perspectives on nature-based learning for autistic children

Despite the documented benefits of nature-based learning (NBL), research around the use of NBL with autistic children from a strengths-based perspective remains sparse. To understand how practitioners perceive the experience of engaging in NBL with autistic children, we interviewed 14 practitioners from the United States, United Kingdom, and Canada. Using reflexive thematic analysis and framed through the neurodiversity paradigm, we developed three themes: ecology of affordances, practitioners undertake complex roles, and trust as a foundational building block. These themes emphasize the active role practitioners play in affirming and supporting autistic children in their NBL and play. Our analysis also acknowledges the challenges experienced by both practitioners and learners, suggesting that NBL will not be the right fit for all autistic children.

Nature for All: Utilizing the Universal Design Framework to Incorporate Nature-Based Learning Within an Early Childhood Inclusive Classroom

Experiences with nature are important for children’s development and there are many ways for educators to provide children with exceptionalities opportunities to interact with nature. Children with diverse needs can, and should, have opportunities to interact with nature. This article describes how to apply Universal Design for Learning (UDL) principles, a framework to improve and optimize teaching and learning for all people based on scientific evidence on how people learn (CAST, 2018a), to nature-based learning and articulates strategies for educators looking to provide more opportunities for all children to interact with nature, including those with disabilities. These strategies focus on how to incorporate nature within the indoor classroom and engage children with nature outdoors to promote development and learning.

Assessing the Role of Nature in Emergent Reading and Writing Activities in the Early Childhood Curriculum: A Study of Turkish Educational Practices

This study aims to examine how and to what extent nature is used in reading and writing activities in the early childhood curriculum in Türkiye. Using a document analysis method, the authors analyzed curriculum documents and activity plans from a preschool program and two activity books, identifying a total of 12 activities related to nature-based learning and emergent literacy. These activities were analyzed in terms of the development areas they supported, the types of activities, materials used, and themes covered. Our investigation into emergent reading-writing activities that utilized nature as a support or main subject yielded compelling findings. The curriculum documents showed that nature-based emergent reading-writing activities offer a wealth of potential for fostering young children's cognitive, linguistic, socio-emotional, psychomotor, and self-regulation skills. These activities are often integrative in nature, incorporating emergent reading-writing with other domains such as mathematics, language, art, and more. Our analysis of the curriculum documents also indicated that nature-based emergent reading-writing activities commonly employ a diverse array of materials, including both natural and unnatural resources. Moreover, we found that such activities frequently encompass a broad spectrum of vocabulary and concepts. These encompass a wide range of subjects, ranging from seasonal phenomena such as winter to societal issues such as human rights and citizenship to scientific concepts like reproduction and fermentation.

Potensi Wisata Edukasi Berbasis Experiential Learning dan Pemasarannya di Kampoeng Kids Kota Batu, Jawa Timur untuk Menjangkau Segmen Pasar Yang Diharapkan

Tourism in Indonesia plays a crucial role as an economic sector with the potential for increasing foreign exchange earnings. Batu City, known as a tourist destination, offers various business opportunities related to tourism. Kampoeng Kidz, an educational land in Batu, holds potential as a sustainable tourism destination with its nature-based learning programs and scenic beauty. However, Kampoeng Kidz faces challenges in digital marketing, particularly during the pandemic, which resulted in a decline in visitor numbers. This research aims to develop a digital marketing strategy, with a focus on social media, to enhance visibility and visits to Kampoeng Kidz. In the context of Law No. 10 of 2009 on Tourism, this study highlights the role of tourism in economic development and provides a rationale for the urgency of digital marketing development. The research employs a qualitative descriptive method with the Branding Gelder theory approach. This approach allows for the reduction of irrelevant information, selecting only interesting, important, and useful information (Sugiyono, 2016). The study was conducted at Kampoeng Kidz using data collection techniques such as interviews, documentation, and observation. Data analysis involves data reduction, data presentation, and drawing conclusions. Tourist visit data to attractions in Batu City in 2020 indicate that Kampoeng Kidz had a relatively low number of visitors compared to other tourist attractions. The focus on educational tourism and its pre-pandemic recognition provide the basis for this research. Kampoeng Kidz needs to strengthen its digital marketing, especially through social media, to reach a wider audience.

Re-imagining child-nature relationships in ecotourism: children’s conservation awareness through nature play and nature-based learning

ABSTRACT Education is an essential part of ecotourism, and first-hand experiences in nature can lead to increased awareness and concern for the environment. Environmental education in ecotourism, however, is generally shaped by anthropocentric views of human-nature relationships which emphasise human exceptionalism and human agency in protecting nature. This paper re-imagines child-nature relationships in ecotourism through a post-humanist lens, based on semi-structured interviews with professionals in ecotourism, conservation and education. We set out to re-imagine how conservation awareness may be promoted among young children by de-constructing the human-nature binaries and stewardship pedagogies upon which environmental education and conservation are founded. The research shows that ecotourism sites can provide an ideal space for nature-based learning with young children. This requires thinking differently when planning outdoor spaces for young children, by inviting them to construct understandings of the interconnectedness of nature, and to learn and intra-act with the more-than-human world.

Developing Leadership Behavior Through Natural School

Purpose: this research aims to describe strategies for introducing the basics of leadership behavior at the Al Ghifari Kindergarten in Kuningan, Answered Indonesia.
 
 Theoretical framework: The development of leadership behavior in children aged 5-6 years has not been a focus in many early childhood education institutions.
 
 Problem: this has become problematic in the world of education when research results state that leadership abilities are the result of a conditioning process in the form of education starting from early childhood.
 
 Methodology: the qualitative research was chosen in this study because there are characteristics/uniqueness in Al Ghifari Kuningan Natural Kindergarten, a nature-based early childhood education institution combined with a leadership curriculum program for early childhood and not much has been done in other places to do this. This research method is a qualitative case study with the data collection used being in-depth interviews and observation. The data analysis process is data reduction, identifying themes, mapping relationships between themes, and concluding the findings.
 
 The finding: the results of this research are (1) We can introduce the basics of leadership in early childhood through a nature-based learning approach, (2) The role of teachers and parents in introducing the basics of leadership is very much needed in efforts to condition children's social environment, (3) Group games will help children in introducing the basics of leadership, (4) Through outbound games in the field, it helps children develop self-confidence as a basic owned by someone who is prepared to be a leader in the future.
 
 Research, Practical & Social implications: the implication of this study is social implication. This is because researchers have found many cases where young people lack leadership skills, they are not ready to become leaders in the corporate institutions where they work or become social leaders in society.
 
 Originality: The leadership dimension includes several things, namely: 1) organizational leadership dimension, 2) operational leadership dimension, and 3) personal leadership dimension.

IMPROVING THE METHODOLOGY OF ENCOURAGING EDUCATORS TO INTRODUCE CHILDREN TO NATURE IN THE CONDITIONS OF INNOVATION EDUCATION

This article explores the enhancement of methodologies aimed at incentivizing educators to facilitate children's engagement with nature within the context of innovative educational practices. As technological advancements continue to shape educational paradigms, the importance of fostering a connection between children and the natural world remains crucial for holistic development. This study investigates strategies and approaches to encourage educators to integrate nature-based learning experiences into innovative educational settings. By examining existing methodologies and their effectiveness, this research aims to propose improved methods that inspire and support educators in incorporating nature-based activities and environmental awareness into modern educational frameworks. The outcomes of this study seek to contribute to the evolution of educational practices, emphasizing the significance of nature exposure for children amidst the ever-evolving landscape of innovation education

Designing primary school grounds for Nature-based learning: A review of the evidence

AbstractNature-based learning within the primary school curriculum offers numerous potential benefits. However, there is a lack of clarity about how school grounds can be designed to enable effective nature-based learning. There is also little knowledge of how specific features within green school grounds contribute to specific desirable outcomes, such as improved academic performance or health. To address this gap, a systematised review of peer-reviewed academic literature was undertaken, with 173 databases searched from January to December 2021. The search included studies of nature-based learning on school grounds and literature concerned with the design of green school grounds for fostering nature connectedness and broader educational outcomes for primary school children aged 5 to 11. No date or geographical restrictions were applied. Of a total of 285 articles initially identified, 11 matched the inclusion criteria. Results from these indicate significant research gaps on the design of green learning spaces in schools. While studies note apparent positive links between nature-based learning in school grounds and improved subject-specific learning, wellbeing, and nature connectedness, there is very little empirical evidence of how specific design features are linked to specific outcomes. Furthermore, the current evidence base is poorly representative of different social, cultural, and geographical contexts and not fully reflective of all primary schooling ages. The challenging contexts of urban schools and schools with small footprints are also inadequately addressed. These findings indicate an urgent need for increased research to guide the design of school grounds for the implementation of nature-based learning programmes for primary school learners.

Enhancing Science Knowledge in Early Childhood through Environmental Exploration-Based Learning Management

The introduction of the surrounding natural environment in the surrounding environment can attract the attention or interest of children with the media around them. This study aims to analyze and find out how nature-based learning management with an exploratory approach can increase scientific knowledge in students. The research method in this study uses a qualitative method with a case study type. This research was conducted at the Harapan Insan Kamil Kindergarten institution, located on the coast of Randutatah village, Probolinggo Regency. To get an overview of the object, the researcher made observations at the location and interviewed several components of the school, including the principal, two teachers at Harapan Insan Kamil Kindergarten, and two student guardians. The study results show that the management concept of the surrounding environment exploration approach in increasing scientific knowledge is carried out using program planning, implementation, and evaluation systems. The implications obtained through an exploratory environmental management approach can develop students' scientific knowledge, displayed through imaginative pictures and storytelling. Hence, this research improves students' science, carried out with environmental exploration techniques.

Modul konsep Pembelajaran Berbasis Alam Perspektif Al-Qurân

The purpose of this study is to reveal epistemologically the concept of nature-based learning in the perspective of the Qur'an and prove the concept of nature-based learning perspective of the Qur'an as one of the effective efforts in improving the quality of Education. This study uses primary sources in the form of verses of the Qur'an and several books of tafsir as well as scientific works related to research. The Data obtained were then analyzed using qualitative methods and maudhi'i Tafseer methods that serve to find an explanation of the verses related to nature-based learning in a comprehensive manner. The results of this study concluded that the concept of nature-based learning is an effort by educators to learners in developing knowledge competence (al-Baqarah/2:30-33), attitude (al-Hujurât/49:13), and skills (al-Alaq/96:1-5) by utilizing the natural environment as a tool, material, media, and a place of learning that aims to serve Allah SWT (al-Dzâriyat/51:56) and perform 30, shâd/38:26) that preserve and prosper the Earth. The implication of the results of this study is the improvement of spiritual and social attitudes of learners because all learning activities are associated with aspects of the divine.

Nature-Based Learning in Improving Student Learning Achievement: A Systematic Literature Review

This study aims to conduct a literature study on nature-based learning for English subjects. The research method used is Systematic Literature Review (SLR). In this study data collection was carried out by reviewing books, articles and journals. Based on this research it was found that nature-based learning can make students free to explore and interact directly with the environment. This makes students not only accept but become actors in the learning process. The results of the study also show that the use of nature- and environment-based learning models has proven effective in increasing English vocabularies and improving language skills, namely listening, reading, writing, and speaking. The results of the study show that the use of nature and environment-based learning is proven to be able to improve the results of mastery of English vocabulary well and is proven by the increase in the results of students' learning achievement.

ENGLISH LEARNING USING NATURE-BASED LEARNING METHODS TO INCREASE STUDENT MOTIVATION

The purpose of this research is to study English learning using nature-based learning methods to increase students' motivation in learning. In the minds of some students there is still a paradigm that assumes that success in learning English is due to talent. This assumption encourages students to be lazy to learn English. They tend to be more desperate and give up when they encounter difficulties in learning. However, learning English can be done anywhere and anytime using any method. The goal is that students can be motivated to develop learning that is more interesting and has a positive impact. The learning environment makes students broader in thinking and expression. The benefits of environment-based media allow students to better understand natural phenomena that occur in everyday life. Utilization of the environment makes the learning process more meaningful with the outdoor model. Students can explore the natural environment and learn practical skills to understand and appreciate aspects of environmental life. Learning activities will be more interesting for students. In addition, the use of the environment encourages an increase in student learning activities using nature-based learning methods

DEVELOPING A FITRAH-BASED LEARNING MODEL IN ELEMENTARY SCHOOL

Human nature must always be developed through various learning activities so that a better person can be formed in accordance with his nature as a religious human being. Therefore, a comfortable and pleasant learning environment for students should always be created. Thus it will be easier for children to instill religious values ​​based on their nature so that it will be easy for them to follow the learning process at school. The purpose of this research is to describe the fitrah-based learning model at Elementary School, so the focus in this research are: (1) nature-based learning planning; (2) implementation of nature-based learning. Researchers, using a type of field research based on a qualitative approach. Data was collected using interviews, observation and documentation. The results of the research show that nature-based learning planning is carried out through extracurricular activities and fostering students' talents which are formulated in 6 models, namely: a) development of religious values ​​and moral ethics, b) physical and motor development of students c) m development of knowledge, d) grammar development programs, e) development of the soul socially and emotionally, and f) development of works of art. In practice, learning is done through grouping of students referring to the interests and talents of each student. This is important to do because the self-potential in children is growing rapidly due to the influence of demand and talent.

Natural-Based Learning Practice at Muhammadiyah Pakel Elementary School

Education is an important foundation in shaping future generations who are competent and have integrity. In the context of Islamic education, learning that is centered on fitrah (basic human nature) has become an important focus in developing students' potential. The purpose of this research is to describe the practice of nature-based learning at Muhammadiyah Pakel Elementary School, so that the focus of the research is in the form of planning and implementing nature-based learning. The research method used is a qualitative approach with case studies. Data was collected through participatory observation, in-depth interviews, and document analysis. Respondents in this study included school principals, teachers, and students of SD Muhammadiyah Pakel. The results of this study indicate that nature-based learning practices are implemented through extracurricular activities as well as fostering students' talents which are contained in 6 development models, namely: 1) religious values ​​and moral ethics, 2) physical and motor skills of students 3) reasoning knowledge, 4) grammar , 5) soul socially and emotionally, and 6) works of art. In practice, learning is done by making class groups of students according to the interests and talents of each student. This is done so that the child's self-potential is growing rapidly because in the learning process it refers to the child's talents and interests.

Analysis of Nature-Based-Learning for Children with Autism Spectrum Disorder in Elementary School Age: A Systematic Review

The education system in the world is continually evolving. Nature-Based Learning (NBL) is an innovative learning model in the field of education that can be applied to children with special needs, particularly those with Autism Spectrum Disorder (ASD). Children with ASD in elementary school age often experience difficulties in communication and socialization, necessitating appropriate interventions, one of which is the implementation of NBL as a learning model. This study is a qualitative research that utilizes literature review as the data collection method, analyzed using the Miles and Hubberman technique. The findings of this research reveal the significance of NBL in the elementary school age, where it creates a calm and non-threatening learning environment, facilitates collaboration, communication, and teamwork through group activities in nature. The impact of NBL on the psychological development of children with autism is highlighted, encompassing sensory regulation, reduced stress, improved focus, enhanced social skills, cognitive development, and a positive relationship with the environment.

Facilitating Nature-Based Learning With Autistic Students

Nature-based learning emphasizes experiential learning, as children actively engage with their surroundings, observe and investigate natural phenomena, and make connections between their experiences and academic concepts.

The Application of Nature-Based Early Childhood Education Curriculum

The nature-based curriculum is applied at PAUD in every learning activity daily by considering the situation and conditions, including the weather on the implementation day. The nature-based curriculum is considered effective enough to achieve learning objectives; teachers can easily stimulate six early childhood development aspects. Aspects of early childhood development that experience significant development are in the physical, motoric, and cognitive aspects; it is shown by the development of students who are increasingly proficient in using accomplices during activities. Meanwhile, in the cognitive aspect of early childhood, it is easier to remember what the teacher conveys because they have direct experience. This type of research is a library qualitative approach that obtains data sources through library information such as books, scientific journals, magazines, newspapers, and documents. Data triangulation was done by triangulating sources and techniques through interviews and documentation. This research aims to determine the implementation of early childhood education activities with a nature-based curriculum based on the principles of nature-based learning. The results of this study are the implementation of children's learning with a nature-based curriculum in accordance with the principles and stages of nature-based learning.

Qualitative Investigation of K-6 Administrators’ Perceptions of Nature- Based Learning

Although nature-based learning (NBL) contributes to the development of students, its inclusion in elementary schools is inconsistent. The purpose of this qualitative study was to explore elementary administrators’ perspectives of and experiences with NBL, its support of elementary student development, and its inclusion in elementary schools’ curricula and design. A basic qualitative design was used to capture the insights of 10 elementary administrators through semistructured interviews. Emergent themes were identified through open coding, and the findings were developed and checked for trustworthiness through member checking, rich descriptions, and researcher reflexivity. The findings revealed that NBL is supportive of child development and builds experiential learning but is not widely used.

DEVELOPING A FITRAH-BASED LEARNING MODEL IN ELEMENTARY SCHOOL

Human nature must always be developed through various learning activities so that a better person can be formed in accordance with his nature as a religious human being. Therefore, a comfortable and pleasant learning environment for students should always be created. Thus it will be easier for children to instill religious values ​​based on their nature so that it will be easy for them to follow the learning process at school. The purpose of this research is to describe the fitrah-based learning model at Elementary School, so the focus in this research are: (1) nature-based learning planning; (2) implementation of nature-based learning. Researchers, using a type of field research based on a qualitative approach. Data was collected using interviews, observation and documentation. The results of the research show that nature-based learning planning is carried out through extracurricular activities and fostering students' talents which are formulated in 6 models, namely: a) development of religious values ​​and moral ethics, b) physical and motor development of students c) m development of knowledge, d) grammar development programs, e) development of the soul socially and emotionally, and f) development of works of art. In practice, learning is done through grouping of students referring to the interests and talents of each student. This is important to do because the self-potential in children is growing rapidly due to the influence of demand and talent.