<![CDATA[Empirical research has demonstrated the necessity of a contextual, meaningful, and engaging approach to mathematics learning. Outdoor learning has emerged as a promising new approach to education; however, its implementation is encumbered by various challenges. The objective of this study is threefold: first, to describe the characteristics of outdoor learning-based mathematics learning; second, to identify the challenges of its implementation; and third, to analyze its implications for the design of mathematics pathways based on Indonesian Realistic Mathematics Education (PMRI). The present study employs a qualitative descriptive method, incorporating triangulation techniques in the data collection process. The research subjects include mathematics teachers and junior high school students from five schools in Jambi. The instruments employed in this study include observation sheets, interview guides, and documentation of outdoor learning activities. The findings of the study suggest that the fundamental characteristics of outdoor learning in the context of mathematics education encompass real-world activities, participatory involvement, and an exploratory approach. Teachers confront a range of challenges, including time constraints, assessment difficulties, and a paucity of teaching aids. The implications for the design of PMRI mathematics pathways are the importance of adaptive learning pathways, the utilization of local cultural context, and the provision of guidelines and technological support]]>
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