<![CDATA[Educational innovation in Indonesia increasingly emphasizes learner-centered approaches to improve academic outcomes. In Social Studies, effective instruction requires active engagement through experiential learning rather than solely theoretical delivery. This study examined the effect of the outdoor learning method on Social Studies learning outcomes at SMP Negeri 1 Mangaran, Situbondo Regency, during the 2024/2025 academic year. Using a quantitative quasi-experimental nonequivalent group design, the study involved 61 eighth-grade students from two intact classes: an experimental group (n = 31) and a control group (n = 30). Data were collected through standardized tests. The outdoor learning intervention consisted of a single 80-minute session, including a 20-minute field observation at the school canteen, preparatory instruction, and classroom discussion. Participants were selected through purposive sampling based on comparable baseline characteristics and the school’s suitability for outdoor learning. Instrument reliability was confirmed using Cronbach’s Alpha, and data were analyzed through normality, homogeneity, and Independent Sample t-tests. The results showed a significant positive effect of outdoor learning on student achievement in topics related to the use of the local environment to meet economic needs, t(59) = 3.026, p = 0.004, with a large effect size (Cohen’s d = 0.79). The findings indicate that outdoor learning is an effective strategy for improving Social Studies learning outcomes while demonstrating the value of local ecological and economic contexts as authentic learning resources. However, because the study was limited to a single school, one instructional topic, and a short intervention, the findings should be generalized cautiously.]]>
