<![CDATA[Saat ini, penggunaan gadget seperti handphone, laptop, notebook, tablet, dan lainnya merebak pada siswa usia sekolah dasar ataupun sekolah menengah. Ketergantungan ini dapat menimbulkan dampak ketidakpedulian siswa dengan lingkungan sekitar. Tujuan penelitian ini adalah untuk mengembangkan dan menganalisis kepraktisan serta keefektifan panduan pembelajaran outdoor bermuatan karakter peduli lingkungan pada materi ekologi. Penelitian ini menggunakan langkah penelitian dan pengembangan (R&D). Subjek penelitian adalah kelas X SMA Kesatrian 2 Semarang. Hasil penelitian menunjukkan bahwa panduan pembelajaran outdoor dinyatakan efektif karena dapat menanamkan karakter peduli lingkungan dan dapat meningkatkan hasil belajar kognitif, afektif, dan psikomotor pada siswa. Karakter kepedulian lingkungan kelas eksperimen berada pada kategori baik dan sangat baik. Ada perbedaan secara signifikan, nilai rata-rata hasil belajar kognitif kelas eksperimen sebelum dan sesudah pembelajaran. Rata-rata persentase hasil belajar afektif siswa berbeda secara signifikan antara kelas eksperimen dengan kelas kontrol. Rata-rata persentase hasil belajar psikomotor siswa berbeda secara signifikan antara kelas eksperimen dengan kelas kontrol.
Nowdays, the use of gadgets such as mobile phones, laptops, notebooks, and tabletshas widely used by both elementary and high school students. This interdependence could create limited students’awareness to environmental issues. The purpose of this research was to develop and analyze the simplicity and the effectiveness of the outdoor learning guide book on Ecology, developed on the basis of environmentalcharacter inculcation. Research and development was implemented to develop this book.Subjects of study wasKesatrian 2 high schoolclass X student. Research findings showed that the outdoor learning guidance was verified‘effective’ because the use of it effected students character of environmental awareness andstudent learning achievements in cognitive, affective, and psychomotor domain. Character of environmental awareness from class experiment was verified‘good and excellent’.There was significant difference between the average score of pretest and posttest from experiment and control classes. The average percentage of students' affective learning achievement differed significantly between the experiment and control classes. The average percentage of students’ psychomotor learning achievement differed significantly between the experiment and control classes.]]>
