<![CDATA[Background: Outdoor learning has emerged as a promising pedagogical approach to overcome the limitations of classroom-centered instruction, particularly in enhancing creativity among elementary school students. Traditional teaching models often restrict students’ opportunities to explore, innovate, and apply knowledge in real-life contexts. Aims: This study aims to investigate the implementation of outdoor learning-based instructional media and its influence on creativity development among fifth-grade students at UPT SPF SD Negeri Pannara in Makassar, Indonesia. Methods: A qualitative descriptive design was employed, utilizing triangulation of observation, documentation, and interviews to ensure data credibility. The participants consisted of 34 fifth-grade students and their classroom teacher. Data analysis focused on three key stages of outdoor learning implementation: planning, execution, and evaluation. Result: Findings revealed that outdoor learning activities integrated natural elements, teaching aids, and student worksheets, which significantly stimulated creative thinking. Students demonstrated increased ability to generate new ideas, improved problem-solving strategies, and enhanced creative presentation skills. Moreover, the direct interaction with the environment encouraged curiosity and innovation. Nevertheless, challenges such as time constraints and weather conditions occasionally limited the learning process. Conclusion: The study concludes that outdoor learning-based instructional media is an effective strategy for fostering creativity among elementary school students. Beyond academic benefits, this approach provides experiential learning that bridges theoretical knowledge with real-world application, nurturing holistic student development. Importantly, it underscores the role of teachers in designing structured yet flexible lesson plans that maximize environmental resources. The results suggest that integrating outdoor learning into the curriculum can cultivate future generations equipped with innovative and adaptive thinking skills. Despite contextual challenges, the approach has high potential to be replicated in diverse educational settings worldwide. Policymakers and educators are encouraged to prioritize outdoor learning as a core pedagogical practice, as it not only enriches creativity but also prepares learners for the complexities of the twenty-first century.]]>
