The The Effect of Outdoor Activity Method on Learning Activity and Science Learning Outcomes
- Alfrida Yani Pabete — Magister Pendidikan Dasar, Universitas Terbuka, UPBJJ Makassar, Sulawesi Selatan, Indonesia , Indonesia
- Mas’ud Badolo — Universitas Muhammadiyah Parepare, Parepare, Indonesia, Indonesia
- Rifat Shafwatul Anam — Magister Pendidikan Dasar, Universitas Terbuka, UPBJJ Makassar, Sulawesi Selatan, Indonesia, Indonesia
- Publication History
- Published online: June 30, 2023
- DOI
- https://doi.org/10.35877/454RI.eduline1502
- Copyright
- Copyright (c) 2023 Alfrida Yani Pabete, Mas’ud Badolo, Rifat Shafwatul Anam
Abstract
The aims of this research was to analyze effect of learning using the outdoor activity method on students' science learning activities and outcomes in the matter of energy and its changes. This learning experiment has a one group pretest-posttest design through a quantitative approach using statistical data analysis obtained from 21 fourth grade students at SDN 18 Sadan who were sampled. Data was collected using tests for student learning outcomes, while student activity during learning was measured using questionnaires and observations. Based on the numbers obtained, the average score of student learning activities is 45.05 and is in the high category. Based on observations obtained in general 85.5% are active when learning. Based on the analysis of learning outcomes data with the t test, the sig value was obtained. 0.000 which leads to the conclusion that the outdoor activity method has an influence on the activities and learning outcomes of science students in class IV SD Negeri 18 Sadan.
Keywords
References (14)
- Amyani, E. S., Ansori, I., & Irawati, S. (2018). Penerapan Model Discovery Learning Untuk Meningkatkan Aktivitas Dan Hasil Belajar Siswa. Diklabio: Jurnal Pendidikan Dan Pembelajaran Biologi, 2(1), 15–20. https://doi.org/10.33369/diklabio.2.1.15-20
- Asiah, S., & Mintohari. (2017). Penerapan Metode Out Door Activity Dalam Pembelajaran IPA Untuk Meningkatkan Hasil Belajar Siswa Sekolah Dasar. Jurnal Pendidikan Guru Sekolah Dasar Universitas Negeri Surabaya, 2(3), 1–11.
- Dwi, E. A. (2017). Lingkungan Sebagai Media Pembelajaran (Vol. 13, Issue 3).
- Erwin, W. (2017). Strategi dan Metode Mengajar Siswa diLuar Kelas. Ar-Ruzz Media.
- Haji, S. (2016). Pembelajaran Tematik Yang Ideal Di Sd/Mi. 6, 56–69.
- Hamalik, O. (2017). Proses Belajar Mengajar (Cetakan ke). Bumi Aksara.
- Nababan, H. (2019). Penerapan Model Pembelajaran Outdoor Activity Dalam Meningkatkan Hasil Belajar Geografi. Jurnal Global Edukasi, 3(1), 13–18.
- Nuraini, F., & Kristin, F. (2017). Penggunaan Model Problem Based Learning (Pbl) Untuk Meningkatkan Hasil Belajar Ipa Siswa Kelas 5 Sd. E-Jurnalmitrapendidikan, 1(4), 369–379. https://doi.org/10.1080/10889860091114220
- Rosali, E. S. (2020). Aktifitas Pembelajaran Daring Pada Masa Pandemi Covid -19 Di. Geography Science Education Journal (GEOSEE), 1(1), 21–30. https://www.researchgate.net/publication/340917125_Kendala_Pelaksanaan_Pembelajaran_Jarak_Jauh_PJJ_dalam_Masa_Pandemi/stats
- Sardiman, A. M. (2016). Interaksi dan Motivasi Belajar Mengajar. Rajawali Pers.
- Sharp, L. A., & Rodriguez, R. C. (2020). Technology-based peer review learning activities among graduate students: An examination of two tools. Journal of Educators Online, 17(1).
- Sudjana, N. (2017). Penilaian Hasil Proses Belajar Mengajar (12th ed.). PT Sinar Baru Algensindo.
- Trianawati, S. (2019). Pengaruh Penerapan Pembelajaran Outdoor Activities Pada Mata Pelajaran IPA Terhadap Hasil Belajar Siswa Sekolah Dasar. Jurnal Waspada FKIP UNDARIS, 12–23.
- Wiantari, N. K. (2016). Penerapan Pendekatan Saintifik Berbasis Inkuiri Untuk Meningkatkan Aktivitas Dan Penguasaan Kompetensi Pengetahuan IPS. E-Journal PGSD Universitas Pendidikan Ganesha, 4(1), 112.
