Outdoor Learning Activities Research Articles

Desain Taman Atap pada Gedung SMP Pesat Bogor Berdasarkan Preferensi Pengguna

The increasing rate of urbanization on limited urban land has resulted in reduced Green Open Space (RTH) in urban areas. Therefore, the design of a roof garden on a school building can be a solution to increase the area of ​​green open space and a place for outdoor learning activities. This study aims to analyze the potential and constraints on the site so that a roof garden design can be developed according to user preferences. The stages of work refer to Booth (1983) which consist of project acceptance, research/analysis, concepts, and construction drawings. The design concept applied is inspired by the organically formed Falco peregrinus. The results of this study are in the form of a roof garden site plan as well as detailed pictures of the facilities used in the roof garden of building 3 SMP-SMA-SMK Informatika Pesat. The results of the study are expected to create a roof garden on a school building that can function as green open space and a refreshing area as well as a teaching and learning area.

PENERAPAN NILAI-NILAI PENDIDIKAN AGAMA ISLAM DALAM MENINGKATKAN SIKAP KEMANDIRIAN PESERTA DIDIK MELALUI KEGIATAN OUTDOOR LEARNING DI SMP ISLAM CENDEKIA HARAPAN TUNGGORONO JOMBANG

Education is a basic need that humans need. Education is an effort in the form of teaching, training and guidance to prepare students for the future. Islamic religious education is a subject developed from the basic teachings of the Islamic religion. Based on the problems above, this research has 3 objectives related to the research focus of the Application of Islamic Religious Education Values ​​in Improving Students' Independent Attitudes Through Outdoor Learning Activities at the SMP Islamic Cendekia Harapan Tunggorono Jombang. The aim of the research is to describe the application of PAI values ​​in increasing students' independent attitudes, describe the application of PAI values ​​in increasing students' independent attitudes through outdoor learning activities, supporting and inhibiting factors. In this research, researchers took a qualitative research method approach. In this research the researcher took the type of field research and descriptive research. Data collection was carried out using interviews, observation and documentation. In general, according to the opinion of the resource person above, the inhibiting factors are facilities, the condition of students, and a community environment that is less supportive. Broadly speaking, the supporting factors are the support of students and foundations.

Perbandingan Bermain Bebas dan Bermain Komando Pada Pembelajaran Luar Ruangan di Pendidikan Anak Usia Dini Yogyakarta

This study aims to compare the quality and impact of free play and structured play learning processes in supporting early childhood development within the outdoor learning environments of PAUD Yogyakarta. A comparative descriptive methodology was employed, involving 177 students from five State Kindergartens in Yogyakarta. Data were collected through observations using a sheet that included indicators of active engagement, safety, social interaction, exploration, creativity, problem-solving, discipline, and emotional management. The results reveal that free play is more effective in supporting active engagement, exploration, and creativity in children, while structured play better supports safety and discipline. Independent t-tests were conducted on the data from the free play and structured play learning processes to determine whether significant differences existed between the two play activities. The findings indicate a substantial difference between the methods, with a p-value of 0.039455, below the significance threshold of 0.05, showing that free play has a more positive impact on child development. According to the data, free play excels in terms of active engagement (96.63%), social interaction (83.15%), exploration (94.38%), creativity (77.53%), problem-solving (79.78%), and emotional management (71.91%). Conversely, structured play supports safety (98.86%) and discipline (94.32%). This research has implications for the future learning process in early childhood education in Yogyakarta, as it helps teachers and school principals realize the importance of outdoor learning activities in free play to support the holistic development of children.

The Participation of Teachers in Greece in Outdoor Education Activities and the Schools’ Perceptions of the Benefits to Students

International research highlights the potentially valuable contribution of outdoor education to the healthy development and proper holistic education of students. Among the various benefits that students gain from participating in outdoor activities are the mitigation of symptoms of Attention Deficit Hyperactivity Disorder (ADHD), improved respiration, memory improvement, skills development and others. Despite the well-documented contribution of such activities to children’s wellbeing, there is an increasing trend of younger children lacking contact with nature. The current study investigates to what extent teachers in Greece, at schools where students aged 6–18 attend, provide opportunities for outdoor activities to their students. Furthermore, it investigates the teacher’s perceptions of the benefits the students gain from such activities, based on their personal experience and the experience of other co-teachers in their school. The results presented in this study indicate that the percentage of teachers who choose outdoor activities during the educational process in Greece is rather low, although they identify that such activities provide significant benefits to students. Based on the perceptions of teachers regarding the mental, cognitive and physical benefits that students gain from outdoor activities a positive association was found between the participation of students in such activities and these benefits. Therefore, this study reveals that it is of significant importance to increase the number of opportunities for students’ participation in outdoor learning activities, by supporting teachers, creating learning communities with them and empowering them to provide more outdoor learning opportunities.

Meningkatkan Minat Belajar Anak Taman Kanak-kanak melalui Pembelajaran di Luar Kelas

This study explores the impact of outdoor learning activities on increasing children's interest in learning, both physically and mentally. The focus is on early childhood education, emphasizing active creation and experiential learning over traditional lecture methods. This approach encourages children to learn from their own experiences and form conclusions based on their own observations and thoughts. The research investigates how taking students outside the classroom for teaching enrichment provides them with unique learning experiences unavailable within the confines of a traditional classroom setting. By engaging with their environment, students gain opportunities to observe and experience firsthand, fostering a deeper understanding and interest in the subjects taught. The methodology includes observational studies and qualitative analysis of students' responses to outdoor learning activities. Results indicate that learning outside the classroom significantly enhances children's engagement and enthusiasm for learning. This study concludes that incorporating outdoor learning into early childhood education can provide substantial benefits, enriching students' educational experiences and supporting their overall development.

Effectiveness of Outdoor Learning Activities: Perspectives of Primary School Teachers

Students who participate in a variety of outdoor activities improve their problem-solving skills, acquire useful knowledge, strengthen their resilience in the face of adversity, and form a closer bond with nature. Engaging students in outdoor learning activities offers a means of fostering nature interactions within the school setting. The study aimed to explore teachers’ perspectives on the effectiveness of outdoor learning activities. This study was descriptive in nature and adopted survey method to collect data from the participants. The sample comprised of 270 primary school teachers in the Sialkot district. A questionnaire was developed to assess the effectiveness of outdoor learning at primary level, comprising 21 statements related to cognitive, affective and psychomotor learning of primary school students. Findings of the study revealed that primary school teachers perceive outdoor learning activities effective for the development of cognitive, affective and psychomotor abilities of primary school students. However, there are significant differences in perspectives between male and female teachers regarding the effectiveness of outdoor learning at primary school level. It is recommended that professional training should be conducted to train teachers to incorporate outdoor learning activities effectively into primary education.

Science Fun Learning for the Students Affected of Natural Disasters

Fun learning will attract students to classroom learning activities learning, especially for victims of natural disasters. Students who experience natural disasters fear doing various things at home and outside the home (school). This study aims to find out whether fun science learning carried out by planting plants can improve students' understanding of learning science. This quantitative descriptive research uses test instruments to measure students' knowledge of family medicinal plant material. The population in this study was elementary school students who were victims of the earthquake natural disaster earthquake in 2022, while the research sample was 15 elementary school students. This sampling is done randomly. The data obtained were analyzed descriptively to determine improved student understanding of learning science. The results of data analysis showed that science fun learning applied through outdoor learning activities by planting family medicinal plants can increase students' understanding related to science material. However, the improvement is categorized as low based on the N-gain score 0.2. The recommendation of this study is to improve student understanding of when fun science learning should be supplemented with other methods by referring to the local wisdom of participants. Thus, the feeling of trauma that saddens the survivors will be slightly forgotten with fun activities and education.

Enhancing Student Collaboration in Science Education Through Outdoor Learning Transformation

This study explores the efficacy of implementing outdoor learning to enhance student collaboration in fourth-grade science education at SD Muhammadiyah 1 Candi Sidoarjo, addressing a gap in research regarding its application in primary school science education. Using a descriptive qualitative approach with observation, interviews, and documentation, data analysis followed the Miles and Huberman model. Results indicate successful implementation of outdoor learning, fostering collaboration among students, particularly in accepting responsibility, assisting peers, and respecting opinions. Variations in collaboration effectiveness were noted between student groups. Findings suggest that carefully planned outdoor learning activities can create an engaging learning environment, improving student collaboration and overall learning outcomes in primary school science education. Highlight: Outdoor learning in primary science: Enhancing student collaboration and engagement. Qualitative approach: Investigating student perspectives on outdoor education. Effective peer interactions: Fostering teamwork in outdoor learning environments. Keyword: Outdoor learning, Student collaboration, Primary school, Science education, Qualitative research

Assistive Technologies and Participation of Students with Visual Impairments in Extra Curricular Activities - What Does the Literature Say?

The rapid growth of technological advancement has impacted teaching and learning at all levels of education. Like all other students, visually challenged students need information and communication technologies to bridge the gap from classroom learning to extracurricular activities (indoor and outdoor learning activities). Therefore, this study conducted an empirical literature review on how assistive technology devices enhance participation of students with visual impairments (SVI) in extracurricular activities (ECA). The study utilized peer-reviewed and scholarly articles that provided relevant insights regarding assistive technologies and participation of SVI in ECA. The review found that assistive technologies plays a great role in enhancing participation of SVI in ECA including provision of access to information and materials, navigation and mobility support, communication and social interaction, skill development and educational opportunities. The review also revealed challenges associated with the use of AT in participation of SVI in ECA that included lack of accessibility standards, limited availability and affordability, technological compatibility, and inadequate training and technical support. The review concludes that assistive technologies play a crucial role in enhancing participation of students with VI in ECA and that these students are prepared for better future roles as adults. It also calls for stakeholders to create more inclusive and equitable extracurricular environment through addressing the barriers that hinder SVI to participate in ECA.

The Effectiveness of Outdoor Learning to Improve English Skills at Aceh Islamic Nature School (AINS)

The existence of outdoor learning that began to be carried out by nature schools became an exciting learning method. This outdoor learning activity raises interest in students' enthusiasm for learning because students get new experiences and discover new things. This study used a qualitative method and was conducted at the Aceh Islamic Nature School (AINS) by examining students' understanding of English using outdoor learning. Data collection techniques were carried out by observing and interviewing English teachers at the school. As a finding, learning English with outdoor learning methods has various ways, such as inviting students to know directly in English. For each material, a song is sung together so they can remember the lesson and the material studied. Outdoor learning at AINS also has adequate supporting factors, such as the provision of vocabulary stickers on the walls of spaces/objects. The teacher gets used to speaking in English to improve students' listening so that they are used to it and can respond. Based on these results, From the data based on observations, interviews, and document analysis above, outdoor learning by inviting students to see material objects directly from nature is considered effective. What teachers apply with this method to students is successfully meeting all kinds of targets for each material, especially in increasing English language skills, which can be seen from their mastery of vocabulary. Apart from that, outdoor learning is also considered to prevent students from getting bored quickly and being enthusiastic about following all the material the teacher provides.

Speech communication in outdoor learning environments

Newton Central School (NCS) celebrates its 100th birthday this year. Its noise environment has evolved significantly over that time and is now dominated by road-traffic noise from the adjacent State Highway 16. Master planning for the redevelopment of NCS, to enable the school roll to be more than doubled, necessitates consideration of how noise emissions to the site can best be minimised and managed, particularly for outdoor learning areas. The transmission of road traffic noise across the site (up to 2043) is predicted and the methodology is detailed. The use of the local topography, locations, and arrangement of buildings and open space, and zoning of different types of outdoor activity to both mitigate and manage transmission is explored. The resultant levels of ambient noise achieved through different mitigation options are discussed via comparison with different sources of published design criteria for outdoor learning and other activities within open spaces. The results are also considered in terms of a signal-to-noise relationship. The relative benefits of reductions in noise for the end user/stakeholder are clarified with reference to the likely subjective perception of comparative changes in noise level. The application of lessons learned and the potential for further study are investigated.

Views of Teachers and Headteachers about Outdoor Learning in Pre-School Education Institutions in Turkey and England

In the study, it is aimed to determine the views and experiences in outdoor learning of preschool teachers and headteachers in preschool institutions in Turkey and England with phenomenological research. The data was collected by interview forms which consisted of open-ended questions. Teachers, and head teachers in preschool institutions were interviewed both in Turkey and England. The study group determined 9 headteachers and 9 teachers from 6 school in Turkey and England. As a result, according to views of headteachers and teachers school gardens, equipment, and spent time outside are insufficient in Turkey unlike in England. It is seen that family participation in outdoor learning is more common in Turkey. However, in Turkey, teachers and headteachers feel more family pressure. These pressures arise from situations such as the safety of their children, the fact that they are sick and their clothes are dirty. The fact that teachers are alone in the classroom without help also makes teachers feel anxious about the safety of children in outdoor learning activities. Teachers in both countries emphasized the positive effects of outdoor learning in terms of learning, children and teachers. On the other hand, teachers and headteachers in Turkey also mentioned the negative effects of outdoor learning in the context of child, teacher and program. It is seen that the subject of outdoor learning is not sufficiently included in vocational education and in-service trainings in both countries. Physical facilities can be developed in Turkey. Parent’s education, teacher assistant, and economic supports will be effective in overcoming the obstacles with outdoor learning in Turkey. In both countries, teacher training programs should more include outdoor learning topics and teachers should be supported with in-service training.

Gerakan Literasi Pada Anak Usia Dini Melalui Outdoor Learning Activity

The implementation of the literacy movement through outdoor learning activities is done in an integrated manner, meaning that these activities can be carried out in the subjects, not fixated on Indonesian literacy or English literacy. Children can recognise letters and numbers while playing outside the classroom, creating an exciting and fun atmosphere. The literacy movement aims to develop students' character and aims to instil a culture of literacy in students to create lifelong learning. The literacy movement has several specific objectives, namely; Firstly, promoting a culture of literacy. Secondly, increasing the capacity of educated citizens and the school environment, and thirdly, making schools a fun and child-friendly learning park for school children to manage knowledge. Finally, the continuity of learning by presenting a variety of textbooks that suit different reading strategies. This study uses a descriptive qualitative approach to the process of implementing GELIS through outdoor learning activities in early childhood at Hooray School Denpasar.

TEACHER – PARENT COLABORATION IN PLANNING AND PRACTICING OUTDOOR EDUCATION IN PRIMARY SCHOOL

The present brief study is based on the issue of planning and practicing outdoor education in primary school. We have enhanced the role of adults in planning, which means projecting and preparing space, time and resources. Also, we have underlined the aspect of including parents in all aspects, starting from the planning phase and also to be actively present in the practicing part. In the second part of the article, we have included research, about the role of adults in outdoor learning activities in primary school. In this matter, we are going to present the results of a focus group, both with parents and teachers from a primary school in Arad County. The preliminary results show the fact that parents expect better communication from teachers in order to get better prepared and involved in the outdoor activities of their children.

Multiple Intelligence: Learning with Interactive eGuide Book for Enhancing Young Children’s Intrapersonal and Interpersonal Intelligences

Young children aged 4 to 6 years old experience greater impact on their emotional and social development compared to adults during the lockdown period. The prolong absence from school confines their exposure to engage outdoor activities and learning activities with peers. Consequently, they tend to be clingier to their parents. Therefore, this study aims to develop intrapersonal and interpersonal intelligences among young children through the interactive eGuide book created in this study. The interactive eGuide book contains professionally selected learning activities which were carried out for four weeks with the facilitation of parents. The samples involved a total of 12 parents residing in Selangor, Malaysia who had given consent to participate in this study. The young children’s reactions related to intrapersonal and interpersonal intelligences were observed and recorded. Semi-structured interviews were conducted to explore the children’s development before and after utilising the interactive eGuide book. Thematic analysis was done to identify themes and subthemes. The findings were positive as there was a great intrapersonal and interpersonal improvement among the young children. They were able to regulate their emotions and build self-confidence; they were more expressive to communicate their feelings with others and demonstrated decision-making skills. The interactive eGuide book is proposed to also be used in normal situations especially by first-time parents and preschool teachers to develop children’s intrapersonal and interpersonal intelligences so that they are able to analyse their strengths and weaknesses, work collaboratively and create worthwhile relationships since young.

An environmental scan of fatalities involving Canadian minors engaged in outdoor learning activities

An environmental scan of fatalities involving Canadian minors engaged in outdoor learning activities

The Outdoor Learning Activities on EFL Vocabularies

The Outdoor Learning Activities on EFL Vocabularies

Originative Educational Protocols in the Post Pandemic Period in the Romanian Primary Schools

The pandemic period had let deep traces on the educational processes all over the world. Schools had to reevaluate their approach towards education in general, replacing methods and strategies with adaptable ones to this new situation. Now, in the post-pandemic times, there are new challenges that educational systems and families have to face. Due to social distancing, children have specific fears regarding group activities in the classrooms. Some of them refuse to completely get involved and participate in the daily routines, especially when the activities are built in an interactive manner. Considering these facts, we have created this article which contains a few original educational practices that are based on outdoor learning activities that are carried out in the outside areas, in order to promote healthy interactions between pupils. In the first part of the article, we present a few theoretical and conceptual bases of outdoor education, the way it is practiced in the primary schools from Romania and some of its advantages. In the second part, we are presenting some innovative good practices that are based on outdoor education and that are dedicated to primary school pupils. The main results of implementing these protocols in the practice show that children are more open to participate in the solving of common tasks, also they cooperate more and socialize, also developing transversal competencies.

Implementation Outdoor Learning Activities (OLA) to Develop Early Childhood Language Skills

Aspects of language is one aspect that is owned by early childhood that must be stimulated. At this time, children's language skills have not been optimally stimulated and have not been designed through interesting activities. The aim of this research is to describe the need to implement early childhood language development through Outdoor Learning Activity. This study uses a survey method. The subjects were educators at Early Childhood Education institutions under the auspices of Himpaudi Magelang Regency, the Bustanul Athfal Teachers' Association, the Raudhatul Athfal Teachers' Association totaling 40 educators. The data collection tool used a questionnaire at the FGD event to identify the implementation of OLA in developing early childhood language. The analysis technique uses descriptive analysis, namely describing facts with the right interpretation to recognize phenomena and to describe accurately some of the phenomena, groups or individuals that are happening. The results showed that 27.03% of educators had implemented OLA every day and had not optimally developed children's language skills. Stimulation of children's language is still carried out monotonously in the classroom by using conversation method by 24%, storytelling 22%, and question and answer 11%. So that it has not fulfilled the BAN PAUD and PNF accreditation instruments, namely education units that apply interesting learning activities outdoors to get at least 30 minutes of sunlight every day. This supports the need for OLA learning designs to take advantage of the potential of the child's environment.

EFEKTIVITAS KEGIATAN FIELD TRIP SEBAGAI METODE PEMBELAJARAN DI RUNIAH SCHOOL MAKASSAR

Education is a process of influencing students in adapting to the environment and being able to make changes that exist in students. Field trips are a method used by students to complete certain learning experiences and are part of the school's curriculum program. This service aims to determine the effectiveness of the field trip method as a learning method at Runiah School Makassar. This service uses the pre-post test control design method and mentoring outdoor learning activities. The subjects of the service were students from grades 3 to grade 6. The measuring instrument used was in the form of questions consisting of 8 questions covering general knowledge and special knowledge questions. This measuring tool aims to measure student knowledge according to the location of field trip activities. Based on the dedication that was carried out, it gave the result that field trips were effectively carried out as a learning method by increasing general and special knowledge.