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All Journal Jurnal Pendidikan Anak Indonesian Journal of Social Science and Education
Laksmita Wahyu Chandra Utami
Universitas Negeri Yogyakarta
Humanities Education Social Sciences

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PROFESIONALISME GURU DALAM KURIKULUM BERBASIS ALAM: ANALISIS INTEGRASI PENGALAMAN LUAR RUANGAN TERHADAP CAPAIAN PEMBELAJARAN FORMAL ANAK USIA DINI Laksmita Wahyu Chandra Utami; Joko Pamungkas
Indonesian Journal of Social Science and Education (IJOSSE) Vol. 2 No. 2 (2026): Vol 2. No. 2 Edisi Mei 2026
Publisher : JCI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/ijosse.v2i2.2523

Abstract

Nature based curricula are often perceived as mere aimless play, despite their significant potential to meet formal learning targets. This study aims to analyze the role of teacher professionalism in integrating outdoor experiences (outbound) into formal learning outcomes for early childhood. The research method employed is descriptive qualitative through a literature study of reputable journals. The findings indicate that teacher professionalism, encompassing pedagogical competence and nature-educator identity, is the key to successful integration. Systematically designed outdoor activities are proven to significantly enhance children's executive functions, self-regulation, and literacy-numeracy skills. The discussion emphasizes that direct experience in nature is not a hindrance but a catalyst for formal academic achievements. In conclusion, effective integration requires teachers capable of mapping nature activities into national curriculum indicators. This study recommends specialized training for early childhood teachers to strengthen reflection and curriculum mapping skills in nature-based settings.
The Physical Learning Environment as a Stimulus for Children’s Critical Thinking: A Systematic Review Herdi Handoko; Inayatul Lathifah; Adharina Dian Pertiwi; Devi Kurnia; Laksmita Wahyu Chandra Utami; ⁠Sazliana Idmi Martuji; Nur Hayati
Jurnal Pendidikan Anak Vol. 14 No. 2 (2025): Jurnal Pendidikan Anak
Publisher : Departemen Pendidikan Anak Usia Dini, Universitas Negeri Yogyakarta in in cooperation with in cooperation with the Perkumpulan Pengelola Jurnal PAUD (PPJ PAUD) Indonesia based on the MoU Number: 030/PPJ-PAUD/VIII/2020.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpa.v14i2.2233

Abstract

The physical learning environment in early childhood education plays a central role in shaping children’s learning experiences, social interactions, and cognitive development. Grounded in the Reggio Emilia concept of the environment as the “third teacher,” this article presents a systematic review of empirical studies examining how physical learning environments support the development of critical thinking and problem-solving skills in early childhood. Using the PRISMA-guided Systematic Literature Review approach, 223 initial records published between 2015 and 2025 were screened, resulting in 20 empirical studies that met inclusion criteria, consisting of 15 empirical articles and 5 essential theoretical or methodological articles. Thematic synthesis generated four major themes: spatial organization that promotes autonomy and collaboration; open-ended materials that stimulate exploration and representational thinking; indoor–outdoor continuity that provides authentic reasoning contexts; and teacher mediation that transforms environmental affordances into meaningful cognitive engagement. Findings indicate that well-designed learning environments that are comfortable, aesthetically rich, and creatively arranged enhance children’s motivation, inquiry behaviors, reasoning skills, and ability to solve problems. This review highlights practical implications for teachers, curriculum designers, and school administrators in optimizing the learning environment to foster higher-order thinking in early childhood education
Co-Authors Adharina Dian Pertiwi Devi Kurnia Herdi Handoko Inayatul Lathifah Joko Pamungkas Nur Hayati ⁠Sazliana Idmi Martuji