The Effectiveness of Outdoor Education on Student Creativity

Yogi Akin; Ryan Abu  Bakar

doi:10.33222/juara.v8i1.2417

Yogi Akin Universitas Pendidikan Indonesia
Ryan Abu Bakar Universitas Pendidikan Indonesia

DOI: https://doi.org/10.33222/juara.v8i1.2417

Abstract

This study aims to determine the effect of outdoor education activities on student creativity. The method used in this study is an experimental method with a static group comparison design. The sample in this study were PGSD Physical Education students using a purposive sampling technique, totalling 40 students, namely 20 students who did outdoor education activities and 20 students who did not do outdoor education activities. The research instrument was a creativity questionnaire which was analyzed with the statistical technique of the Two-Average Equivalence Test with the treatment of outdoor education activities given six days in 2 weeks. Based on the data analysis, the hypothesis is accepted, which means that outdoor education activities have a significant effect on student creativity. This study concludes that outdoor education activities have a significant positive impact on student creativity. Outdoor education activities can be a good alternative in learning to increase creativity and other cognitive components.

Keywords: Outdoor Eduaction, Creativity, Students

Downloads

Download data is not yet available.

References

Abu Bakar, R., Akin, Y., Ma’mun, A., & Kardjono. (2022). IMPROVING ENVIRONMENTAL AWARENESS THROUGH OUTDOOR EDUCATION IN LOW AND HIGH LEVELS OF EDUCATION. The International Conference Of Sport For Development And Peace, 229, 131–139.

Akin, Y., Kusmaedi, N., Ma’mun, A., & Nuryadi. (2020). Life skills transfer through outdoor education for positive youth development. Universal Journal of Educational Research, 8(11), 5167–5177. https://doi.org/10.13189/ujer.2020.081116

Avci, G., & Gümüş, N. (2020). The effect of outdoor education on the achievement and recall levels of primary school students in social studies course. Review of International Geographical Education Online, 10(SpecialIssue1), 171–206. https://doi.org/10.33403/rigeo.638453

Bowen, D. J., & Neill, J. T. (2016). Effects of the PCYC Catalyst outdoor adventure intervention program on youths’ life skills, mental health, and delinquent behaviour. International Journal of Adolescence and Youth, 21(1), 34–55. https://doi.org/10.1080/02673843.2015.1027716

Byrge, C., & Tang, C. (2015). Embodied creativity training: Effects on creative self-efficacy and creative production. Thinking Skills and Creativity, 16, 51–61. https://doi.org/10.1016/j.tsc.2015.01.002

Castillo-Vergara, M., Barrios Galleguillos, N., Jofré Cuello, L., Alvarez-Marin, A., & Acuña-Opazo, C. (2018). Does socioeconomic status influence student creativity? Thinking Skills and Creativity, 29(May), 142–152. https://doi.org/10.1016/j.tsc.2018.07.005

Chan, C. K. Y. (2012). Exploring an experiential learning project through Kolb’s Learning Theory using a qualitative research method. European Journal of Engineering Education, 37(4), 405–415. https://doi.org/10.1080/03043797.2012.706596

Cropley, D. H., & Patston, T. J. (2019). Supporting Creative Teaching and Learning in the Classroom: Myths, Models, and Measures (Issue January). https://doi.org/10.1007/978-3-319-90272-2_15

Davies, D., Jindal-Snape, D., Collier, C., Digby, R., Hay, P., & Howe, A. (2013). Creative learning environments in education-A systematic literature review. Thinking Skills and Creativity, 8(1), 80–91. https://doi.org/10.1016/j.tsc.2012.07.004

Fraenkel, J. R., Wallen, N. E., & Hyun, H. . (2012). How to Design and Evaluate Research in Education. The McGraw-Hill Companies, Inc.

Gardner, D. G., & Pierce, J. L. (2016). Organization-based self-esteem in work teams. Group Processes and Intergroup Relations, 19(3), 394–408. https://doi.org/10.1177/1368430215590491

Harun, M. T., & Salamuddin, N. (2014). Promoting social skills through outdoor education and assessing its’ effects. Asian Social Science, 10(5), 71–78. https://doi.org/10.5539/ass.v10n5p71

Hasmin, & Nurung, J. (2017). Manajemen Sumber Daya Manusia. In Edisi Revisi Jakarta: Bumi Aksara (Issue 1). https://doi.org/10.31237/osf.io/yvpue

Heryana. (2008). PENGARUH KEGIATAN OUTBOUND TERHADAP KREATIVITAS GURU PENJAS DI SEKOLAH DASAR.

Jimenez-Jimenez, D., & Sanz-Valle, R. (2013). Studying the effect of HRM practices on the knowledge management process. Personnel Review, 42(1), 28–49. https://doi.org/10.1108/00483481311285219

Joo, B. K. (Brian), McLean, G. N., & Yang, B. (2013). Creativity and Human Resource Development: An Integrative Literature Review and a Conceptual Framework for Future Research. Human Resource Development Review, 12(4), 390–421. https://doi.org/10.1177/1534484313481462

Karwowski, M., Zielińska, A., & Jankowska, D. M. (2022). Democratizing Creativity by Enhancing Imagery and Agency: A Review and Meta-Analysis. Review of Research in Education, 46(1), 229–263. https://doi.org/10.3102/0091732X221084337

Keiler, L. S. (2018). Teachers’ roles and identities in student-centered classrooms. International Journal of STEM Education, 5(1). https://doi.org/10.1186/s40594-018-0131-6

Lee, C. S., & Therriault, D. J. (2013). The cognitive underpinnings of creative thought: A latent variable analysis exploring the roles of intelligence and working memory in three creative thinking processes. Intelligence, 41(5), 306–320. https://doi.org/10.1016/j.intell.2013.04.008

Lien, A. D., & Hakim, S. M. (2013). Two Approaches, One Course: An Experience in Experiential Learning. Journal of Prevention & Intervention in the Community, 41(2), 128–135. https://doi.org/10.1080/10852352.2013.757991

Mackenzie, S. H., Son, J. S., & Eitel, K. (2018). Using outdoor adventure to enhance intrinsic motivation and engagement in science and physical activity: An exploratory study. Journal of Outdoor Recreation and Tourism, 21(October 2017), 76–86. https://doi.org/10.1016/j.jort.2018.01.008

Morris, T. H. (2020). Experiential learning–a systematic review and revision of Kolb’s model. Interactive Learning Environments, 28(8), 1064–1077. https://doi.org/10.1080/10494820.2019.1570279

Moustafa, A., Ben-Zvi-Assaraf, O., & Eshach, H. (2013). Do Junior High School Students Perceive Their Learning Environment as Constructivist? Journal of Science Education and Technology, 22(4), 418–431. https://doi.org/10.1007/s10956-012-9403-y

Muzaini, M., Rahayuningsih, S., Nasrun, N., & Hasbi, M. (2021). Creativity in Synchronous and Asynchronous Learning During the Covid-19 Pandemic: a Case Study. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 10(3), 1722. https://doi.org/10.24127/ajpm.v10i3.3897

Redifer, J. L., Bae, C. L., & Zhao, Q. (2021). Self-efficacy and performance feedback: Impacts on cognitive load during creative thinking. Learning and Instruction, 71(August 2020), 101395. https://doi.org/10.1016/j.learninstruc.2020.101395

Roberts, N. S. (2021). Outdoor adventure education: Trends and new directions—introduction to a special collection of research. Education Sciences, 11(1), 1–3. https://doi.org/10.3390/educsci11010007

Setyaningrum, F. (2020). Seni Kriya Kain Perca sebagai Media Pengembangan Kreativitas Mahasiswa. Pelataran Seni, 4(1), 15. https://doi.org/10.20527/jps.v4i2.5219

Shellman, A., & Hill, E. (2017). Flourishing through Resilience: The Impact of a College Outdoor Education Program. Journal of Park and Recreation Administration, 35(4), 59–68. https://doi.org/10.18666/jpra-2017-v35-i4-7779

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), 1–10. https://doi.org/10.15700/saje.v37n2a1378