OUTDOOR EDUCATION LEARNING MODEL BASED ON EXPERIENTAL LEARNING IN CHARACTER EDUCATION FOR ELEMENTARY SCHOOL STUDENTS
Marwah Zaitun

Universitas Negeri Jakarta

Abstract

The research objectives focused on developing an Experiential Learning-Based Outdoor Education Learning Model in Character Education for High School Elementary School Students, operationally as follows: (a) Formulating an Experiential Learning-Based Outdoor Education Program in Character Education- (b). testing the Experiential Learning-Based Outdoor Education Learning Model empirically in the character education learning process so that it can be improved and further developed- (c) formulating an assessment instrument for the formation of character education values. Participants in this study were students in several elementary schools in Bekasi City, totaling 128 people. This study also involved 10 teachers. The details of the teachers involved are as follows: 2 teachers as informants who were interviewed related to character education learning with the implementation of the Experiential Learning-based outdoor education learning model which resulted in 2 interview notes. 7 teachers involved in the Focus Group Discussion (FGD) were teachers at the school, the Focus Group Discussion (FGD) was conducted 2 times which resulted in 2 discussion notes, containing the discussion of the study on the Experiential Learning-based outdoor education program which will be tested in study. Interview data were obtained through a semi-structured interview technique with 2 principals as leaders who produced 2 interview notes. There were 3 teachers involved in the observation who acted as participant observers, where the researcher was also included, The observation activity was carried out 16 times, which resulted in 16 observation notes. The overall data is in the form of qualitative data, while the data analysis is carried out with the following steps: (1) Collecting all data from observations. (2) Conduct the first analysis to sort the data into categories- the first category is related to program improvement, the second category is related to the emergence of the formation of character education values. (3) Conduct a second analysis within each category- for the first category the analysis is carried out to find supporting data for model improvement- for the second category the analysis is carried out to map the formation of emerging character education values. (4) Carry out the synthesis process, namely processing the entire data to formulate the final program and determine the patterns of formation of character education values, which appear in the learning process. (5) Making the final conclusion. In order for the data to be held accountable for its validity, data inspection is used through: (1) Persistence of observation. (2) Triangulation. (3) Peer examination through discussion. (4) Member checking through discussion. From the data analysis, it is proven that the experiential learning-based outdoor education learning model is effective in shaping character education values. Based on the results of research with an approach model and cohesion in its implementation, it helps stimulate learning, student participatory involvement, fun and joy, which means that the implementation of outdoor learning is not just a concept, its integration must really exist.

Keywords: Outdoor Education, Experiential Learning, Character Education

Topic: Innovative Teaching