The Influence of Guided Inquiry-Based Outdoor Learning on the Concept Mastery of Thematic Learning by Fourth-Grade Students at Primary School

Dwi Cahaya Nurani, Sarwanto Sarwanto, Peduk Rintayati

Abstract


This research aims to know the effect of Guided Inquiry-Based Outdoor Learning on the concept mastery of thematic learning by fourth-grade students at Primary School. This research type is a quasi-experimental research. This research was conducted by categorizing experimental groups through Guided Inquiry-Based Outdoor Learning model and control groups through conventional learning model. In this research, the population was all the fourth-grade students (40 students) at Public Primary School Bratan I No. 72 Surakarta in academic year of 2017/2018. The sample determination was done through cluster random sampling. The techniques of data collection were tests and observations. The techniques of data analysis were descriptive statistics and t-test. The calculation result shows that t result is 4.144 with the significance level at less than 0.05 i.e., 0.000. Thus, it can be concluded that the learning with Guided Inquiry-Based Outdoor Learning model influences the concept mastery of thematic learning by fourth-grade students.

Keywords


Outdoor Learning; Guided Inquiry; Fourth Grade at Primary School; Thematic Learning

Full Text:

PDF

References


Daryanto. (2014). Pembelajaran Tematik Terpadu Terintegrasi (Kurikulum 2013). Yogyakarta: Gava Media.

Daryanto. (2014). Pendekatan Pembelajaran Saintifik Kurikulum 2013. Yogyakarta: Gava Media.

Fatmawati, Ayu. (2013). Developing Inquiry Model to Teach (A Research and Development Study at the Fifth Semester Student of UNISKA Kediriin the Academic Year of 2012/2013. Tesis: Universitas Sebelas Maret.Gulӧ W. (2002). Strategi Belajar-Mengajar. Jakarta: PT Gramedia Widiasarana Indonesia.

Hasan, Said Hamid. (2013). History Education in Curriculum 2013: A New Approach to Teaching History. International Journal of History Education, 14 (2).

John, Yvonne J. (2015). A New Thematic Integrated Curriculum for Primary Schools of Trinidad and Tobago: A paradigma Shift. International Journal of Higher Education, 4 (03): 172-187.

Kamza, Muhjam. (2015). Pengembangan Model Pembelajaran Sejarah Lokal Berbasis Problem Solving Outdoor Learning untuk Meningkatkan Kreativitas dan Prestasi Belajar Mahasiswa Pendidikan Sejarah Universitas Syiah Kuala. Tesis: Universitas Sebelas Maret.

Karmila. (2016). Pengaruh Penerapan Metode Outdoor Learning Berbasis Kelompok Terhadap Hasil Belajar Ips Di SDN. Journal Of EST, 2 (1) : 26 – 32

Liu, Ming Chou & Wang, Jhen Yu. (2010). Investigating Knowledge Integration in Web-based Thematic Learning Using Concept Mapping Assessment. Educational Technology & Society, 13 (2): 25-39.

Mac Donald, Kate. (2016). Back to The Garten: Inquiry Based Learning in a Outdoor Kindergarten Classroom. St Catharines Ontario: Brock University.

Matthew, Bakke M & Kenneth, Igharo O. (2013). A Study on The Effects of Guided Inquiry Teaching Method on Students Achievement in Logic. International Researcher, 2 (1): 134-140.

Olibie, Eyiuche Ifeoma & Ozeoba, Kate Oge. (2014). Ability and Location Differences in the Effects of Guided Inquiry on Nigerian Students’ Achievement in Social Studies Curriculum. Journal of Education and Human Development, 3: (4).

Peraturan Menteri Pendidikan dan Kebudayaan (Permendikbud) NO. 24 Tahun 2016 Tentang Kompetensi Inti dan Kompetensi Dasar Pelajaran pada Kurikulum 2013.

Rickinson, Mark, dkk. (2004). A Review of Research on Outdoor Learning. London: Departement for Education and Skills.

Samatowa, Usman. (2011). Pembelajaran IPA di Sekolah Dasar. Jakarta: PT Indeks.

Syawiji, Kim Cakhyannyo. (2009). Volume 9 no 1. Metode Outdoor Learning dan Peningkatan Minat Belajar Aritmetika Sosial.

Taşkın-Can, Bilge. (2013). The Effect Using Creative Drama in Science Education on Students’ Achievements and Sciencetific Process Skills. Elementari Education Online, 12 (1): 120-131.

Tatar, Nilgün & Bağriyanik, Kübra Elif. (2012). Opinions of Science and Technology Teachers about Outdoor Education. Elementary Education Online, 11 (4) : 883-896.

Tawil, Sayedehzahra Mirrahimi; Abdullah, N.A.G; Surat, M; & Usman, I.M.S. (2011). Developing Conducive Sustainable Outdoor Learning: The Impact Of Natural Environment On Learning, Social And Emotional Intelligence. The 2nd International Building Control Conference 2011, 20: 389 – 396.

Trna, Josef; Trnova, Eva; & Sibor, Jiri. (2012). Implementation of Inquiry-Based Science Education in Science Teacher Training. Journal of Education and Intructional Studies in The World, 2 (4).

Yeşildağ-Hasançebi, Funda & Günel, Murat (2013). Effects of Argumentation Based Inquiry Approach on Disadvantaged Students’ Science Achivement. Elementary Education Online, 12 (4) : 1056-1073.




DOI: http://dx.doi.org/10.18415/ijmmu.v5i4.207

Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 International Journal of Multicultural and Multireligious Understanding

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

International Journal of Multicultural and Multireligious Understanding (IJMMU) ISSN 2364-5369
https://ijmmu.com
[email protected]
dx.doi.org/10.18415/ijmmu
facebook.com/ijmmu
Copyright © 2014-2018 IJMMU. All rights reserved.