Increasing the Science Learning Outcomes Through the Outdoor Learning Method in Children with Special Needs grade IV at the Inclusive Primary School

This study tested outdoor learning methods to improve science education outcomes for children with special needs in grade IV at an inclusive primary school in Indonesia. The research used a two-cycle action research design, with the first cycle involving direct observation of objects and the second cycle adding play elements. Learning completion rates increased from 55.56% in cycle one to 88.89% in cycle two, suggesting that outdoor learning combined with play can improve science outcomes for this population.

Key points

• First cycle outdoor learning achieved 55.56% student completion rate
• Second cycle outdoor learning with play elements achieved 88.89% completion rate
• Study involved grade IV students with special needs at an inclusive primary school
• Two-cycle action research design was used
• Outdoor learning method was found to improve science learning outcomes

Limitations

The study lacks a comparison group and does not indicate sample size, making it difficult to assess the generalizability of findings beyond this specific school setting. The document provides minimal detail on measurement methods, potential confounding factors, or long-term retention of learning.