Learning achievement: outdoor learning and naturalist intelligence

Mohammad Adi Supriadi (1), I Made Astra (2), M. Japar (3), Fitriyani Fitriyani (4),
(1) Universitas Negeri Jakarta  Indonesia
(2) Universitas Negeri Jakarta  Indonesia
(3) Universitas Negeri Jakarta  Indonesia
(4) Universitas Negeri Jakarta  Indonesia

Corresponding Author
Copyright (c) 2020 Mohammad Adi Supriadi

DOI : https://doi.org/10.29210/3003655000

Full Text:    Language : english

Abstract


This study aims to determine the effect of outdoor learning models and naturalist intelligence on student learning outcomes in science subjects. The research data were obtained through quantitative data in the form of science test results and a Likert scale from a naturalist intelligence questionnaire. Indoor learning treatment was carried out on 20 grade V elementary school students, for outdoor learning treatment was carried out on 20 students with the same level with different schools. The research method used in this research is experimental design. The data used in the study were the results of observations and students' formative test scores. The results of this study indicate that Science learning achievement of students using the outdoor learning model and students using indoor learning models who have high naturalist intelligence supported by statistical hypothesis testing, the value of Sig. (2-tailed) = 0.001 <α = 0.05, then H0 is rejected, so it can be concluded that, there is a significant difference in science learning achievement between groups of students using outdoor learning models and groups of students using indoor learning models.

References


Adelia, V. (2012). Method of Teaching Children Outside the Classroom (Out Door Study). Yogyakarta: Divapress.

Aldarmono, A. (2015). Edutainment Approach in SD Natural Science Learning. Al-Mabsut: Journal of Islamic and Social Studies, 9 (2), 61–75.

Anderson, B. (2017). Using Dr. Howard Gardner's Theory Of Multiple Intelligences To Connect 4th-8th Grade Students To Nature.

Armstrong, T. (2009). Multiple intelligences in the classroom. Ascd.

Barbiero, G., & Berto, R. (2018). From biophilia to naturalist intelligence passing through perceived restorativeness and connection to Nature. Annals of Reviews and Research, 3 (1), 555604.

Cameron, M., & McGue, S. (2019). Behavioral Effects of Outdoor Learning on Primary Students.

Creswell, J. W. (2014). Achmad Fawaid's translation. Research Design Approaches to Qualitative, Quantitative and Mixed, Yogyakarta: Student Library.

Darmawan, N. H., & Hilmawan, H. (2020). Multiple Intelligence Potential and Influencing Factors for Elementary School Students Analysis. International Conference on Elementary Education, 2 (1), 643–663.

Elpira, N., & Ghufron, A. (2015). The influence of the use of powerpoint media on the interest and learning outcomes of students in grade IV SD. Journal of Educational Technology Innovation, 2 (1), 94–104.

Faridy, F., & Rohendi, A. (2020). The Role of Parents in Developing Naturalistic Intelligence in Early Childhood. International Conference on Early Childhood Education and Parenting 2009 (ECEP 2019), 121–124.

Fatonah, S., & Prasetyo, Z. K. (2017). Science learning model to improve naturalist intelligence for early childhood. Sunan Kalijaga International Journal on Islamic Educational Research, 1 (1), 34–50.

Gardner, H. E. (2011). Frames of mind: The theory of multiple intelligences. Hachette Uk.

Husamah, H. (2013). Outdoor Learning (Outdoor Learning). Research Report.

Ismawati, P. (2019). The Influence of Center Learning Model through Outdoor Learning on the Development of Science and Creativity of Group B Children in Kindergarten, Kenjeran District, Surabaya. SELING: Journal of the PGRA Study Program, 5 (1), 64–78.

Lismaya, L. (2019). Improving students 'interpersonal intelligence through outdoor activities in learning plant morphology: a quasi experiment. Unnes Science Education Journal, 8 (2).

Lismaya, L. (2020). Multiple intelligence and students'learning motivation through demonstration with outdoor activities. Indonesian Journal of Learning and Instruction, 3 (1).

Mariyana, R., & Zaman, B. (2019). Design Of Multiple Intelligences Based Learning Environment In Early Childhood As A Learning Model Of The Millennium Century. 8th UPI-UPSI International Conference 2018 (UPI-UPSI 2018).

Meighan, H. L., & Rubenstein, E. D. (2018). Outdoor Learning into Schools: A Synthesis of Literature. Career and Technical Education Research, 43 (2), 161–177.

Nurhasanah, S., & Sobandi, A. (2016). Interest in learning as a determinant of student learning outcomes. Journal of Office Management Education (JPManper), 1 (1), 128–135.

Prawira, M. J., Cahyana, U., & Bagaskorowati, R. (2018). Influence of ICT Media and Critical Thinking Ability to the Ability of Literacy Science Literacy Students Elementary School. Int. J. of Multidisciplinary and Current Research, 6.

Rahyuni, R., Zamzaili, Z., & Ruyani, A. (2018). Application of Outdoor Learning with a Scientific Approach to Improve Student Learning Outcomes of SMP 6 Bengkulu City. PENDIPA Journal of Science Education, 2 (3), 183–187.

Sari, Y., Sutarto, J., & Hartono, H. (2018). Outbound as the Basis of Multiple Intelligences Learning Activity. Catharsis, 7 (3), 311–318.

Selaras, G. H., Fitri, R., Putra, R. R., & Andima, R. (2020). Relationship Between Naturalists, Spatial-Visual, and Interpersonal Intelligences with Biology Learning Outcomes of Student Grade X Interest Linguistics at Senior High School (SMAN 1), V Koto Kampung Dalam. International Conference on Biology, Sciences and Education (ICoBioSE 2019), 60–63.

Sontay, G., & Karamustafaoğlu, O. (2018). The Effect of Out-of-School Science Learning Environment on the Understanding the Nature of Science of the 7th Grade Students in Secondary School. MOJES: Malaysian Online Journal of Educational Sciences, 6 (4), 23–31.

Suarca, K., Soetjiningsih, S., & Ardjana, I. G. A. E. (2016). Multiple intelligence in children. Sari Pediatrics, 7 (2), 85–92.

Surbakti, A., & Marpaung, R. R. (2018). The Difference Between Outdoor Study And Indoor Study Against Student Learning Outcomes. Journal of Biotechnology: A Vehicle for Scientific Expression.

Szczytko, R., Carrier, S. J., & Stevenson, K. T. (2018). Impacts of outdoor environmental education on teacher reports of attention, behavior, and learning outcomes for students with emotional, cognitive, and behavioral disabilities. Frontiers in Education, 3, 46.

Wahyuni, S., Indrawati, I., Sudarti, S., & Suana, W. (2017). Developing science process skills and problem solving abilities based on outdoor learning in junior high school. Journal of Indonesian Science Education, 6 (1).

Yıldırım, G., & Akamca, G. Ö. (2017). The effect of outdoor learning activities on the development of preschool children. South African Journal of Education, 37 (2).

Yulianti, N. M. K., Negara, I. G. A. O., & Sujana, I. W. (2020). Contribution of Naturalist Intelligence and Learning Participation toward Students' Knowledge Competence in Science. International Journal of Elementary Education, 4 (3), 366–375.


Article Metrics

 Abstract Views : 602 times
 PDF Downloaded : 0 times

Refbacks

  • There are currently no refbacks.