Pengembangan Model Outdoor Learning Berbasis Paradigma Pedagogi Reflektif (Ignasian) pada PAUD
Article Sidebar
Main Article Content
Abstract
Penelitian ini bertujuan mengembangkan model Outdoor Learning berbasis Paradigma Pedagogi Reflektif (Ignasian) yang baik dan praktis diterapkan pada pendidikan anak usia dini. Penelitian menggunakan metode Research and Development (R&D) dengan model ADDIE yang meliputi Analysis, Design, Development, Implementation, dan Evaluation. Penelitian melibatkan empat TK Kanisius pada tahap analisis awal, TK Kanisius Serenan pada tahap uji coba terbatas, serta TK Kanisius Serenan dan TK Kanisius Kedawung pada tahap implementasi, dengan melibatkan ahli, guru, dan peserta didik. Data dikumpulkan melalui observasi, angket validasi, angket respons guru, wawancara, dan dokumentasi, kemudian dianalisis secara deskriptif kuantitatif dan kualitatif. Hasil validasi menunjukkan skor rata-rata 3,65 dengan kategori sangat baik. Keterlaksanaan model pada implementasi ketiga mencapai 78,33% di TK Kanisius Serenan dan TK Kanisius Kedawung, sedangkan respons guru mencapai 98,33% pada kedua sekolah. Perkembangan peserta didik menunjukkan pola yang berbeda antara kedua lokasi. Serenan memperlihatkan kecenderungan peningkatan pada enam aspek yang diamati, sedangkan Kedawung menunjukkan pola yang lebih bervariasi. Model yang dikembangkan mengintegrasikan context, experience, reflection, action, dan evaluation sehingga pengalaman belajar luar ruangan menjadi lebih terstruktur, reflektif, dan bermakna.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
B. A. Habsy, P. I. Malora, D. R. Widyastutik, dan T. A. Anggraeny, “Teori Jean Piaget vs Lev Vygotsky dalam Perkembangan Anak di Kehidupan Bermasyarakat,” TSAQOFAH, vol. 4, no. 2, hal. 576–586, Des 2023, doi: 10.58578/tsaqofah.v4i2.2325.
L. Marinda, “Teori Perkembangan Kognitif Jean Piaget dan Problematikanya pada Anak Usia Sekolah Dasar,” An-Nisa’ J. Kaji. Peremp. dan Keislam., vol. 13, no. 1, hal. 116–152, Apr 2020, doi: 10.35719/annisa.v13i1.26.
J. Quay, “John Dewey’s conceptualisation of experience,” in Experiential Learning and Outdoor Education, Routledge, 2019, hal. 71–90. doi: 10.4324/9780429298806-7.
M. Kim dan M. J. Park, “Absorptive capacity in entrepreneurial education: Rethinking the Kolb’s experiential learning theory,” Int. J. Manag. Educ., vol. 21, no. 3, hal. 100873, Nov 2023, doi: 10.1016/j.ijme.2023.100873.
S. Herlinda, “Pembelajaran PAUD dengan Strategi Out Door,” KINDERGARTEN J. Islam. Early Child. Educ., vol. 1, no. 1, hal. 67, Jul 2018, doi: 10.24014/kjiece.v1i1.5526.
L. Kiviranta, E. Lindfors, M.-L. Rönkkö, dan E. Luukka, “Outdoor learning in early childhood education: exploring benefits and challenges,” Educ. Res., vol. 66, no. 1, hal. 102–119, Jan 2024, doi: 10.1080/00131881.2023.2285762.
R. Susilowati, “Strategi Belajar Out Door Bagi Anak PAUD,” ThufuLA J. Inov. Pendidik. Guru Raudhatul Athfal, vol. 2, no. 1, hal. 65, Des 2018, doi: 10.21043/thufula.v2i1.4266.
V. N. Bermudez et al., “Designing culturally situated playful environments for early STEM learning with a Latine community,” Early Child. Res. Q., vol. 65, hal. 205–216, 2023, doi: 10.1016/j.ecresq.2023.06.003.
E. Widiastutik, A. B. Wurianto, dan M. Syaifuddin, “Outdoor Learning as a Strategy to Improve Young Children’s Language Development,” Indones. J. Early Child. Educ. Res., vol. 4, no. 2, hal. 563–574, Des 2025, doi: 10.31958/ijecer.v4i2.16036.
N. M. Ardoin dan A. W. Bowers, “Early childhood environmental education: A systematic review of the research literature,” Educ. Res. Rev., vol. 31, hal. 100353, Nov 2020, doi: 10.1016/j.edurev.2020.100353.
B. Y. Wulansari dan S. Sugito, “Pengembangan Model Pembelajaran Berbasis Alam untuk Meningkatkan Kualitas Proses Belajaran Anak Usia Dini,” J. Pendidik. dan Pemberdaya. Masy., vol. 3, no. 1, hal. 16, 2016, [Daring]. Tersedia pada: http://journal.uny.ac.id/index.php/jppm/article/view/7919
R. Kurniawan, “Taman Edukasi PAUD sebagai Outdoor Learning Environment,” J. Pendidik. Anak, vol. 10, no. 1, hal. 1–12, Jul 2021, doi: 10.21831/jpa.v10i1.38529.
A. Desstya et al., “Development of a Natural and Social Sciences Learning Model Based on Socio Scientific Issues to Strengthen Scientific Literacy of Islamic Elementary School Students,” J. Penelit. Pendidik. IPA, vol. 10, no. 11, hal. 8703–8711, Nov 2024, doi: 10.29303/jppipa.v10i11.9094.
M. Clarence dan L. K. Jena, “Jesuit education system: creators of credible leaders,” Vilakshan - XIMB J. Manag., vol. 20, no. 2, hal. 313–319, Jul 2023, doi: 10.1108/XJM-07-2021-0202.
J. Tilghman-Havens, J. Loertscher, D. Green, dan K. S. Von Esch, “Ignatian Pedagogy for Engaged, Reflective, and Inclusive Learning: New Insights on a Treasured Tradition,” Jesuit High. Educ. A J., vol. 15, no. 1, Jun 2026, doi: 10.15365/2164-7666.1509.
L. Afriani, Mutmainnah, dan Sunarni, “Understanding the Design of Research and Development Methods in the Field of Education,” IJESS Int. J. Educ. Soc. Sci., vol. 6, no. 1, hal. 1–5, Apr 2025, doi: 10.56371/ijess.v6i1.333.
R. Puspasari, “Pengembangan Buku Ajar Kompilasi Teori Graf dengan Model Addie,” J. Medives J. Math. Educ. IKIP Veteran Semarang, vol. 3, no. 1, hal. 137, Jan 2019, doi: 10.31331/medivesveteran.v3i1.702.
K. Adelowo, A. Bin Ahmad, dan M. R. Bin Pairan, “Development of Effective Instructional Teaching Module in Tvet: A Comparative Review of Addie and Nedham’s 5phases Instructional Design Model,” Int. J. Acad. Res. Progress. Educ. Dev., vol. 13, no. 4, Okt 2024, doi: 10.6007/IJARPED/v13-i4/22946.
A. Susilawati, A. S. M. Al-Obaidi, A. Abduh, F. S. Irwansyah, dan A. B. D. Nandiyanto, “How to do research methodology: From Literature Review, Bibliometric, Step-by-step Research Stages, to Practical Examples in Science and Engineering Education,” Indones. J. Sci. Technol., vol. 10, no. 1, hal. 1–40, Jan 2025, doi: 10.17509/ijost.v10i1.78637.
S. S. Sauli, F. M. Isa, A. M. Kosnin, dan O. Romice, “Nature-Based Learning in Malaysian Early Childhood Education: A Systematic Literature Review,” Int. J. Early Child., vol. 58, no. 1, hal. 573–591, Apr 2026, doi: 10.1007/s13158-026-00499-9.
E. Amalia, “Reflection as an integrative element in preschool experiential learning,” Acta Comment. Sci. Educ., vol. 44, no. 2, hal. 146–155, 2026, doi: 10.36120/2587-3636.v44i2.146-155.
J. Tilghman-Havens, J. Loertscher, D. Green, dan K. S. Von Esch, “Ignatian Pedagogy for Engaged, Reflective, and Inclusive Learning: New Insights on a Treasured Tradition,” Jesuit High. Educ. A J., vol. 15, no. 1, Jun 2026, doi: 10.15365/2164-7666.1509.
J. Mann et al., “Getting Out of the Classroom and Into Nature: A Systematic Review of Nature-Specific Outdoor Learning on School Children’s Learning and Development,” Front. Public Heal., vol. 10, no. 4, hal. 196–206, Mei 2022, doi: 10.3389/fpubh.2022.877058.
L. Kiviranta, E. Lindfors, M.-L. Rönkkö, dan E. Luukka, “Outdoor learning in early childhood education: exploring benefits and challenges,” Educ. Res., vol. 66, no. 1, hal. 102–119, Jan 2024, doi: 10.1080/00131881.2023.2285762.
S.-Y. Hong, E. Hamel, Y. Joo, dan A. Burton, “Enhancing preschool teachers’ reflective thinking on science teaching and learning using video reflections,” J. Early Child. Teach. Educ., vol. 44, no. 4, hal. 791–811, Okt 2023, doi: 10.1080/10901027.2022.2149435.