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All Journal ENTITA: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial Journal Ashil: Jurnal Pendidikan Anak Usia Dini
Selfi Lailiyatul Iftitah
Universitas Islam Negeri Madura
Humanities Economics, Econometrics & Finance Education Social Sciences Other

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Implementasi Model Pembelajaran Outdoor dalam Meningkatkan Minat Belajar Anak Danang Prastyo; Selfi Lailiyatul Iftitah; Trisa Kumalasari; Alfarobi Ahmad Sulaiman; Lailatul Firdausi
Journal Ashil: Jurnal Pendidikan Anak Usia Dini Vol. 6 No. 1 (2026): Journal Ashil: Jurnal Pendidikan Anak Usia Dini
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/piaud.v6i1.8999

Abstract

Children’s interest in learning is a key factor influencing academic achievement. One approach that can be used to enhance it is outdoor learning, which emphasizes hands-on and contextual learning experiences. This study aims to describe the implementation of an outdoor learning model in enhancing children’s interest in learning. The research method employed a descriptive qualitative approach, with data collected through observation and in-depth interviews. The study involved six informants, including the principal and teachers at Al-Amin Kadur Kindergarten in Pamekasan. Data analysis utilized the Miles and Huberman model, proceeding through the stages of data reduction, data presentation, and drawing conclusions. Research findings indicate that outdoor learning, conducted outside the formal classroom setting and utilizing the surrounding environment as a learning resource, encourages children’s active engagement through direct interaction with real-world objects, enhances their focus, and broadens their participation in the learning process. Supporting factors include the availability of adequate learning facilities and resources, the use of the school’s surrounding environment as a learning resource, and warm emotional bonds between teachers and students. In contrast, inhibiting factors include students’ lack of concentration when outside the classroom, limited learning time, and external distractions such as vehicle traffic around the school. This study contributes to the development of environment-based learning strategies as an alternative to contextual approaches in early childhood education
AI-Driven Learning Model for Early Childhood Cognitive and Communication Development: An Education for Sustainable Development Approach Selfi Lailiyatul Iftitah; Ardhana Reswari; Danang Prastyo; Lia Fitriana Wahyuni
Entita: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial Special Edition: Renaisans 2nd International Conference of Social Studies
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ejpis.v2i.24460

Abstract

Advances in artificial intelligence have completely transformed the landscape of early childhood education; however, research that comprehensively integrates artificial intelligence, cognitive development, communication skills, and the Education for Sustainable Development framework at the early childhood education level remains very limited. These limitations underscore the need for research that examines the direct experiences of teachers and children in artificial intelligence-based learning processes in a thorough and contextual manner. This study aims to identify an artificial intelligence-based learning model that optimizes the cognitive development and communication skills of young children within the framework of Education for Sustainable Development at Al Azhar Kindergarten in Pamekasan. The study employed a qualitative approach with a phenomenological design using Interpretative Phenomenological Analysis, involving a school principal, three classroom teachers, and twenty students as informants. Data collection techniques included participant observation, in-depth interviews, and a review of instructional documents, conducted from January through March 2026. The research findings revealed four main themes: teachers’ pedagogical adaptation, improvements in children’s logical reasoning, the development of children’s verbal communication skills, and the alignment of the learning model with the principles of inclusivity and future-oriented approaches within the framework of Education for Sustainable Development. This study confirms that artificial intelligence-based learning models are suitable for implementation in early childhood education as a strategic tool for achieving Sustainable Development Goal 4.
Implementasi Model Pembelajaran Outdoor dalam Meningkatkan Minat Belajar Anak Danang Prastyo; Selfi Lailiyatul Iftitah; Trisa Kumalasari; Alfarobi Ahmad Sulaiman; Lailatul Firdausi
Journal Ashil: Jurnal Pendidikan Anak Usia Dini Vol. 6 No. 1 (2026): Journal Ashil: Jurnal Pendidikan Anak Usia Dini
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/piaud.v6i1.8999

Abstract

Children’s interest in learning is a key factor influencing academic achievement. One approach that can be used to enhance it is outdoor learning, which emphasizes hands-on and contextual learning experiences. This study aims to describe the implementation of an outdoor learning model in enhancing children’s interest in learning. The research method employed a descriptive qualitative approach, with data collected through observation and in-depth interviews. The study involved six informants, including the principal and teachers at Al-Amin Kadur Kindergarten in Pamekasan. Data analysis utilized the Miles and Huberman model, proceeding through the stages of data reduction, data presentation, and drawing conclusions. Research findings indicate that outdoor learning, conducted outside the formal classroom setting and utilizing the surrounding environment as a learning resource, encourages children’s active engagement through direct interaction with real-world objects, enhances their focus, and broadens their participation in the learning process. Supporting factors include the availability of adequate learning facilities and resources, the use of the school’s surrounding environment as a learning resource, and warm emotional bonds between teachers and students. In contrast, inhibiting factors include students’ lack of concentration when outside the classroom, limited learning time, and external distractions such as vehicle traffic around the school. This study contributes to the development of environment-based learning strategies as an alternative to contextual approaches in early childhood education
Co-Authors Alfarobi Ahmad Sulaiman Alfarobi Ahmad Sulaiman Ardhana Reswari Danang Prastyo Kumalasari, Trisa Lailatul Firdausi Lia Fitriana Wahyuni