Optimizing Outdoor Learning Facilities in Elementary School in Indonesia: A Preliminary Study (Case Study: SD Muhammadiyah Sapen Yogyakarta)

Siti Luzviminda Harum Pratiwi Setyawan, Siti Irene Astuti Dwiningrum


There is an increasing awareness of the importance of outdoor learning in Indonesia which indicated by the increasing provision of various outdoor learning facilities in elementary schools. Previous studies on integrating regular school with various outdoor activities found that firsthand experience of outdoor learning could stimulate positive development in children behaviors which affects their learning process in school positively. For gaining understanding about the current status of outdoor facilities and determining the extent to which outdoor learning has been carried out in elementary schools in Indonesia, a preliminary study was conducted in SD Muhammadiyah Sapen Yogyakarta were conducted. The main purpose of this research is to assess the implementation of outdoor learning as part of school framework in SD Muhammadiyah Sapen Yogyakarta and to determine the optimal way for improving the system. Qualitative and quantitative research was conducted by questionnaire with students, parents, and teachers as subjects of research. As the result, although outdoor learning is highly favored by the students, parents, and teachers, however, the application at selected schools is still hampered by limited space and facilities. The result of this study could be used for further studies, especially on designing school outdoor facilities suited with each schools condition, in terms of the availability of space and facilities.

Kata Kunci

school; outdoor learning; outdoor facilities; learning environment; outdoor space.

Teks Lengkap:



H. Bilton, “Outdoor Learning in the Early Years : Management and Innovation,” Routledge, 2010.

S. Waite, “Children Learning Outside the Classroom : From Birth to Eleven,” Sage, 2017.

Thompson, C. Ward, P. Aspinall, and A. Montarzino, "The Childhood Factor: Adult Visits to Green Places and the Significance of Childhood Experience," Environment and Behavior 40, no. 1 (2008): pp 111-143.

P. Atmodiwirjo, “School ground as environmental learning resources: Teachers’ and pupils’ perspectives on its potentials, uses and accessibility,” International Electronic Journal of Environmental Education Vol.3, Issue 2, 2013, pp. 101-119.

J. Dillon, M. Rickinson, K. Teamey, M. Morris, M.Y. Choi, D. Sanders, and P. Benefield, "The value of outdoor learning: evidence from research in the UK and elsewhere," School science review 87, no. 320, ,2006, pp. 107.

B. Cox, M. Calder, J. Fien, and L. Ryan, “Learning for a Sustainable Environment” UNESCO – ACEID, 2010.

Department for Education and Skills (DfES). "Learning outside the classroom manifesto." DfES Nottingham, 2006.

S. Mirrahimi, N.M.Tawil , N.A .G. Abdullah, M. Surat, I. M. S. Usman, “Developing conducive sustainable outdoor learning: the impact of natural environment on learning, social and emotional intelligence.” Procedia Engineering, (20), 2011, pp 389-396.

Setyawan and Dwiningrum, “Incorporating Outdoor Learning Into School System In Indonesia By Integrating Design And Frameworks: A Preliminary Study” ICERI 2018, unpublished.

L. Guttman, “A Basis for Scaling Qualitative Data,” American Sociological Review, Vol. 9, pp. 139-150.

R. White, “Young children’s relationship with nature: Its importance to children’s development and the earth’s future,” White Hutchinson Leisure & Learning Group, 2004.

N.F. Aziz and I. Said, “The trends and influential factors of children's use of outdoor environments: A review.” Procedia - Social and Behavioral Sciences, Vol. 38, pp 204-212, 2012.

National education minister's regulation Number 41 Year 2007 about Process Standards for Primary and Secondary Education Units

National education minister's regulation Number 24 Year 2007 about Facilities and Infrastructure Standards for SD / MI, SMP / MTs, and SMA / MA

Article Metrics

Sari view : 138 times
PDF - 66 times


  • Saat ini tidak ada refbacks.