PENGARUH MODEL PEMBELAJARAN OUTDOOR EDUCATION TERHADAP KETERAMPILAN MOTORIK
Abstract
Abtract
This research is to discuss the influence of outdoor education learning models on motor development which is still very rare. The purpose of this study aims to provide information about the influence of outdoor education learning models on motor development.
Methodology This study uses the literature review method using a comprehensive strategy such as searching for articles in the research journal database. The databases used are Scopus, Web of Science, and Google Scholar.
The results of the literature review show that outdoor education has a positive impact on motor development. Outdoor education can be done by modifying it in the form of a game, making a special program, and making it a school curriculum to improve motor skills.
Keywords: Learning, Outdoor Education, Motor.
References
Annisa, A., & Sutapa, P. (2019). The Implementation of Nature-based Learning Models to Improve Children’s Motor Skills. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 3(1), 170. https://doi.org/10.31004/obsesi.v3i1.140
Dettweiler, U., Ünlü, A., Lauterbach, G., Becker, C., & Gschrey, B. (2015). Investigating the motivational behavior of pupils during outdoor science teaching within self-determination theory. Frontiers in Psychology, 1–16. https://doi.org/10.3389/fpsyg.2015.00125
Dewey, J. (1938). Experience and Education. In West Lafayette. IN: Kappa Delta Pi.
Fägerstam, E., & Blom, J. (2013). Learning biology and mathematics outdoors: effects and attitudes in a Swedish high school context. Journal of Adventure Education and Outdoor Learning, 13(1), 56–75. https://doi.org/10.1080/14729679.2011.647432
MacKeracher, D. (2004). Making sense of adult learning (2nd ed.). In Toronto, Ontario, Canada: University of Toronto Press.
Monti, F., Farné, R., Crudeli, F., Agostini, F., Minelli, M., & Ceciliani, A. (2019). The role of Outdoor Education in child development in Italian nursery schools. Early Child Development and Care, 189(6), 867–882. https://doi.org/10.1080/03004430.2017.1345896
Palmer, K. K., Chinn, K. M., & Robinson, L. E. (2019). The effect of the CHAMP intervention on fundamental motor skills and outdoor physical activity in preschoolers. Journal of Sport and Health Science, 8(2), 98–105. https://doi.org/10.1016/j.jshs.2018.12.003
Sääkslahti, A., & Niemistö, D. (2021). Outdoor activities and motor development in 2–7-year-old boys and girls. Journal of Physical Education and Sport, 21, 463–468. https://doi.org/10.7752/jpes.2021.s1047
Säljö, R. (1979). Learning about learning. Higher Education, 443–451.
Sjöblom, P., Eklund, G., & Fagerlund, P. (2021). Student teachers’ views on outdoor education as a teaching method−two cases from Finland and Norway. Journal of Adventure Education and Outdoor Learning, 6(12), 1–15. https://doi.org/10.1080/14729679.2021.2011338
Sjöblom, P., & Svens, M. (2019). Learning in the Finnish outdoor classroom: Pupils’ views. Journal of Adventure Education and Outdoor Learning, 19(4), 301–314. https://doi.org/10.1080/14729679.2018.1531042
Svarstad, H. (2010). Why hiking? Rationality and reflexivity within three categories of meaning construction. Journal of Leisure Research, 42(1), 91–110. https://doi.org/10.1080/00222216.2010.11950196
UNESCO. (2016). Every Child Should Have a Textbook. In Education for All PaperParis.Paris: UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000243321_eng
Wainwright, N. (2021). The foundation phase in wales, outdoor learning and motor development. Journal of Physical Education and Sport, 21(1), 567–573. https://doi.org/10.7752/jpes.2021.s1064
Wingate, U. (2007). A Framework for Transition: Supporting ‘Learning to Learn’ in Higher Education. Higher Education Quarterly, 12(6), 391–405. https://doi.org/https://doi.org/10.1111/j.1468-2273.2007.00361.xCitations: 96 PDFPDF
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
Dettweiler, U., Ünlü, A., Lauterbach, G., Becker, C., & Gschrey, B. (2015). Investigating the motivational behavior of pupils during outdoor science teaching within self-determination theory. Frontiers in Psychology, 1–16. https://doi.org/10.3389/fpsyg.2015.00125
Dewey, J. (1938). Experience and Education. In West Lafayette. IN: Kappa Delta Pi.
Fägerstam, E., & Blom, J. (2013). Learning biology and mathematics outdoors: effects and attitudes in a Swedish high school context. Journal of Adventure Education and Outdoor Learning, 13(1), 56–75. https://doi.org/10.1080/14729679.2011.647432
MacKeracher, D. (2004). Making sense of adult learning (2nd ed.). In Toronto, Ontario, Canada: University of Toronto Press.
Monti, F., Farné, R., Crudeli, F., Agostini, F., Minelli, M., & Ceciliani, A. (2019). The role of Outdoor Education in child development in Italian nursery schools. Early Child Development and Care, 189(6), 867–882. https://doi.org/10.1080/03004430.2017.1345896
Palmer, K. K., Chinn, K. M., & Robinson, L. E. (2019). The effect of the CHAMP intervention on fundamental motor skills and outdoor physical activity in preschoolers. Journal of Sport and Health Science, 8(2), 98–105. https://doi.org/10.1016/j.jshs.2018.12.003
Sääkslahti, A., & Niemistö, D. (2021). Outdoor activities and motor development in 2–7-year-old boys and girls. Journal of Physical Education and Sport, 21, 463–468. https://doi.org/10.7752/jpes.2021.s1047
Säljö, R. (1979). Learning about learning. Higher Education, 443–451.
Sjöblom, P., Eklund, G., & Fagerlund, P. (2021). Student teachers’ views on outdoor education as a teaching method−two cases from Finland and Norway. Journal of Adventure Education and Outdoor Learning, 6(12), 1–15. https://doi.org/10.1080/14729679.2021.2011338
Sjöblom, P., & Svens, M. (2019). Learning in the Finnish outdoor classroom: Pupils’ views. Journal of Adventure Education and Outdoor Learning, 19(4), 301–314. https://doi.org/10.1080/14729679.2018.1531042
Svarstad, H. (2010). Why hiking? Rationality and reflexivity within three categories of meaning construction. Journal of Leisure Research, 42(1), 91–110. https://doi.org/10.1080/00222216.2010.11950196
UNESCO. (2016). Every Child Should Have a Textbook. In Education for All PaperParis.Paris: UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000243321_eng
Wainwright, N. (2021). The foundation phase in wales, outdoor learning and motor development. Journal of Physical Education and Sport, 21(1), 567–573. https://doi.org/10.7752/jpes.2021.s1064
Wingate, U. (2007). A Framework for Transition: Supporting ‘Learning to Learn’ in Higher Education. Higher Education Quarterly, 12(6), 391–405. https://doi.org/https://doi.org/10.1111/j.1468-2273.2007.00361.xCitations: 96 PDFPDF
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
| Keywords | : |
Keywords:
Pembelajaran, Outdoor Education, Motorik. Learning, Outdoor Education, Motor.
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2023-02-24
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| How to Cite | : |
Cahyo Alben, A. S., Mardius, A., & Ilham, I. (2023). PENGARUH MODEL PEMBELAJARAN OUTDOOR EDUCATION TERHADAP KETERAMPILAN MOTORIK. Jurnal Muara Olahraga, 5(1), 47–53. https://doi.org/10.52060/jmo.v5i1.1117
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