<![CDATA[Responsibility is a fundamental character value that should be developed from elementary school through repeated and meaningful learning experiences. Preliminary observations in Grade III of SD Cigelang showed that some students had not completed assignments on time, participated inconsistently in group activities, failed to comply with learning rules, and still needed reminders to maintain the learning environment. This classroom action research aimed to describe the implementation of the Outdoor Learning model and improve students' responsibility. The research employed the Kemmis and McTaggart model, comprising planning, action, observation, and reflection, and was conducted in two cycles. All Grade III students participated, while the classroom teacher acted as a collaborator. Data were collected through responsibility observation sheets, teacher-activity observation, documentation, and field notes, then analyzed using qualitative descriptive analysis and simple quantitative analysis. Six indicators were observed: completing assignments properly, completing assignments on time, complying with learning rules, being responsible in group work, maintaining the learning environment, and accepting the consequences of actions. In Cycle I, the average achievement of responsibility reached 68%, categorized as fairly good. The indicator percentages were 70%, 65%, 67%, 69%, 71%, and 66%, respectively. Reflection on Cycle I led to clearer rules, more structured group roles, stronger supervision, motivation, and recognition for responsible groups. In Cycle II, the average increased to 85%, categorized as good, with indicator percentages of 85%, 82%, 84%, 86%, 88%, and 83%. The 17-percentage-point improvement indicates that Outdoor Learning provides direct, contextual experiences that train students to manage tasks, obey rules, cooperate, care for the environment, and be accountable for their actions.]]>
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