The Effect of Outdoor Learning Method on Indonesian Language Learning Outcomes in Descriptive Text Material Among Fifth-Grade Elementary Students
Article Sidebar
Main Article Content
Abstract
Abstract
The learning process was still dominated by lecture-based methods, causing students to become passive and less engaged in classroom activities. The Outdoor Learning method was selected as an alternative instructional approach that utilizes the surrounding environment to enhance student involvement and comprehension. This study employed a quantitative approach using a quasi-experimental design with a pretest–posttest control group. The sample consisted of two classes: class VA as the experimental group (20 students) who received instruction using the Outdoor Learning method, and class VB as the control group (18 students) who were taught using the lecture method. Data were collected through pretests and posttests, as well as through observations of student activity. The pretest results showed that both the experimental and control groups had the same average score of 81. The experimental group had a highest score of 97 and a lowest of 65, while the control group ranged from 94 to 61. This indicated that both groups had comparable initial abilities. After the intervention, the average posttest score of the experimental group increased to 88 (with scores ranging from 74 to 100), while the control group increased to 82 (ranging from 65 to 94). A t-test on the posttest data yielded a significance value (Sig. 2-tailed) of 0.039 < 0.05, indicating a statistically significant difference in student learning outcomes between the two groups. The findings suggest that the Outdoor Learning method had a positive and significant effect on improving student learning outcomes. In addition to the increase in scores, classroom observations also revealed an improvement in students’ learning activities in the experimental group, particularly in cooperation, responsibility, and the confidence to express opinions. The Outdoor Learning method is a viable alternative for implementing active and meaningful learning strategies, especially in developing descriptive text skills at the elementary level
Downloads
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Arikunto, S. (2016). Metodologi Penelitian Suatu Pendekatan Proposal. Jakarta: Rineka Cipta.
Catucci, E., Berg, B., & Ärlemalm-Hagsér, E. (2024). ‘ There are plenty of opportunities for play and learning ’ – Swedish preschool teachers’ perspectives on using the outdoor environment as a pedagogical resource. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2369971
Diplan, D. (2025). Poetry as a Multidimensional Medium for Language, Literacy, and Social Reflection in Elementary Education. Journal Evaluation in Education (JEE), 7(1), 11–20. https://doi.org/10.37251/jee.v7i1.2319
Florese, C. A. (2025). Digital Game-Based Learning: A Tool for Enhancing Engagement, Motivation, and Autonomy in Araling Panlipunan of Grade Eight Junior High School Students. Psychology and Education: A Multidisciplinary Journal, 45(8), 1023–1035. https://doi.org/10.70838/pemj.450809
Ghimire, N., & Mokhtari, K. (2025). Evaluating the predictive power of metacognitive reading strategies across diverse educational contexts. Large-Scale Assessments in Education, 13(1), 4. https://doi.org/10.1186/s40536-025-00240-3
Lidyasari, A. T., Rachmawati, I., Costa, A. Da, & Wanyi, P. (2022). How are the Cognitive, Affective, and Psychomotor Levels of Primary School Learners Living in Suburban Area of Yogyakarta based on Career Development? Jurnal Prima Edukasia, 10(2), 130–137. https://doi.org/10.21831/jpe.v10i2.48061
Muhammad Reza Ainun Najib, & Liam Trudeau. (2025). The influence of peer assessment on students’ writing scores in descriptive text. Journal of Research in English Language Teaching and Linguistics, 1(2), 36–53. https://doi.org/10.65431/jrell.v1i2.22
Qu, X., & Chaijaroen, S. (2025). Theoretical Retrospectives for Developing a Constructivist Learning Environment Model to Enhance Metacognitive Regulation in Authentic Writing. Forum for Linguistic Studies. https://doi.org/10.30564/fls.v7i3.8452
Rasmitadila, Rachmadtullah, R., Prasetyo, T., Humaira, M. A., Sari, D. A., Samsudin, A., Nurtanto, M., . F., & ZamZam, R. (2025). Professional development for Indonesian elementary school teachers: Increased competency and sustainable teacher development programs. F1000Research, 13, 1375. https://doi.org/10.12688/f1000research.156946.2
Sapkota, S., & Gnawali, L. (2025). Effective Writing Instruction for Students in Elementary Level Who Find Writing Challenging: Evidence-Based Practices. The Harvest, 4(1), 75–84. https://doi.org/10.3126/harvest.v4i1.75357
Sugiyono. (2019). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Bandung Alfabeta.
Tawali, T. (2025). The Impact Of The Constructivist Approach On Students’ Understanding Of Teaching Principles In English Learning. JUPE : Jurnal Pendidikan Mandala, 10(2), 378. https://doi.org/10.58258/jupe.v10i2.8713
Wahdian, A., & Arifah, S. (2025). Scratch as an innovative learning media to improve Indonesian language understanding in elementary school students. Indonesian Journal of Educational Development (IJED), 6(1), 68–79. https://doi.org/10.59672/ijed.v6i1.4658