Integrasi Area Luar Berbasis Alam dalam Pembelajaran Anak Usia Dini: Studi Deskriptif Kualitatif

Abstract

Early Childhood Education (ECE) emphasizes the learning environment as a crucial element in providing meaningful, hands-on learning experiences for young children. However, contextual learning practices in many ECE institutions remain suboptimal, limiting children’s opportunities to engage in real-life learning experiences. This study aims to describe the implementation of nature-based outdoor area integration at KB–TK Kebun Lestari Kamal Madura and to examine its contribution to children’s holistic development. This study employed a qualitative descriptive approach. Data were collected through interviews, observations, and document analysis, and were analyzed using data reduction, data display, and conclusion drawing techniques. The analysis focused on the learning concept, planning and implementation processes, as well as the supporting and inhibiting factors in the application of nature-based outdoor learning areas. The findings indicate that nature-based learning is implemented through the utilization of various elements of the school environment, including gardens, fish ponds, animal enclosures, greenhouses, and natural huts as spaces for children’s exploration. Outdoor activities are designed to actively involve children in caring for plants and animals, developing clean and healthy habits, and directly observing their environment. Supporting factors include the richness of the natural environment, teacher dedication, children’s enthusiasm, landowner support, and collaboration with agricultural students. In contrast, challenges include limited facilities, weather conditions, weed growth, insufficient teacher training, and inconsistently implemented environmental programs. Overall, the study demonstrates that nature-based learning enriches children’s cognitive, motor, social-emotional, character development, and naturalistic intelligence, and may serve as a reference for ECE institutions in designing contextual, holistic, and experiential learning models