Outdoor Education on Students’ Objectives and Responsibilities

Dede Iman Suhendra

, Nurlan Kusmaedi

, Amung Ma’mun

, and Yusup Hidayat

Universitas Galuh Ciamis, Jawa Barat, Indonesia

School of Postgrduate Studies, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi 229, Bandung, Indonesia

dedeimansuhendra@gmail.com

Keywords: Outdoor Education, Objectives and Responsibilities.

Abstract: The study was aimed at analyzing the effect of Outdoor Education on the students’ objectives and

responsibilities through experential learning in outbond activities in the wild. The method was experimental

design using Randomized Pretest - Posttest Comparison Group Design. The instrument in this research was

done by giving questionnaire about the objective aspect and responsibility to both groups at the beginning

and end of the research, to get the information and data that clearly used likert scale (Sudjana, 1998) and

give the treatment of Outdoor Education to the experimental group in the form of Outbound with games in

the wild. From the t test analysis, it was discovered that Outdoor Education significantly affect students’

objectives and responsibilities. The result revealed that Outdoor Education with outbond activities in the

wild is recommended to be used as a way of improvong students’ objectives and responsibilities.

1 INTRODUCTION

School problems faced by students today become an

obstacle in implementing a good educational

process. School problems, learning problems,

achievements, and potential (talent) can be the

source of various pressures and frustrations. It may

lead to reactions of mischievous behavior or drug

abuse (Liebert, 2003). These factors can lead to a

lack of confidence in students, resulting in a low

sense of objectivity wherein a sense of responsibility

is an aspect of self-confidence (Lauster, 1997). Self-

confidence is important for everyone because it is

one of the important factors in achieving one’s

goals, confidence is one big step forward to

achieving success (Schwartz, 2007).

Self-confidence includes Objectives and

responsibilities (Lauster, 1997), objective is defined

as goal-oriented, not biased, realistic and the

existence is not influenced by the thoughts or

feelings of others (Albari, 1994). Objective people

are self-confident in looking at the problem or

everything in accordance with the rightness, not

according to personal truth or according to himself

(Lauster, 1997). The importance of objective

thinking and action is deemed necessary to improve

the quality of human resources today. By thinking

and acting objectively then the problems faced will

be resolved properly in accordance with the

perceived rightness (Marzani, 2009). The word

responsibility has a further meaning when using the

affix of the example is responsible to be interpreted

with an attitude of someone who consciously dare to

admit what he did then he dares to bear all the risks.

the main concern is how to shape one’s mindset of

so that at some point, he will have integrity,

responsibility both personally and socially. In other

words the responsibility meant here is an invaluable

investment that is invested in a child for the future.

The cultivation of a sense of responsibility can only

be achieved through the educational process (Alex,

1987). The best values of morality, and personal

responsibility can be obtained through outdoor

activities, experience and knowledge (Yaffey, 1993).

Understanding how the results achieved from the

adventure education program is largely based on

theory, not on empirical research (McKenzie, 2000),

therefore in this study selected Outdoor education

through experiential learning in Outbound activities

with games in the wild as treatment, is used to

describe a variety of subjective learning experiences

that include personal and social development

programs (McRae, 1986). Research of learning in

the wild has been conducted between 1993-2003 and

found adventure programs in the wild give positive

results for young people, including attitudes toward

the environment, independence, confidence, self-

esteem of control sources, self-efficacy, personal

Suhendra, D., Kusmaedi, N., Ma’mun, A. and Hidayat, Y.

Outdoor Education on Students’ Objectives and Responsibilities.

In Proceedings of the 2nd International Conference on Sports Science, Health and Physical Education (ICSSHPE 2017) - Volume 1, pages 235-238

ISBN: 978-989-758-317-9

235

effectiveness and coping strategies and interpersonal

skills and social skills, such as social effectiveness,

communication skills, team cohesion and teamwork

(M. Rickinson, 2004). Within just five days

adventure has a positive impact on social skills,

interpersonal skills, leadership, and self-esteem

(Wang, 2006). Research on the potential of outdoor

education can provide an effective personal growth

experience for school students. Cason & Gillis

(1994) showed that the results of the changes

achieved were low to moderate with considerable

variability among the various programs (D. Cason,

1994). James T. Neill (1996) in his study showed

concerns about the unpublicity of the less positive

results of the study because of the important efforts

of a small number of individuals and institutions

(Neill, 1996). Generally, outdoor adventure

programs aim to generate positive changes in

participants by exposing them to adventure activities

designed to encourage self-discovery and character

building. Changes may include self-esteem, social

attitudes, leadership, problem-solving skills, team

cohesion and behavior (D. Cason, 1994). Outdoor

Education is a way of achieving goals (Oliver, 1990)

Outdoor Education provides an unusual atmosphere,

out of their normal routine, Students are forced to go

beyond their comfort zone, which encourages them

to learn to interact with others (Meier, 2003).

This research is aimed to answer the question 1)

is there any difference of influence of Outdoor

Education on experimental group and control group

to change student's confidence in objective aspect?

2) is there any difference in the effect of Outdoor

Education on experimental group and control group

on students' self-confidence in responsibility aspect?

2 METHODS

2.1 Participants

This research used purposive sampling technique

(Mustafa, 2000) taking 40 junior high school

students as samples. They were divided into two

groups; 20 students as the experimental groups and

all the remaining as the control group

2.2 Procedures

The method was experimental design using

Randomized Pretest - Posttest Comparison Group

(Syaodih, 2008) The research was done for 3 weeks

distributed in 12 meetings.

2.3 Instruments

The instrument in this research is done by giving

questionnaire about the objective aspect and

responsibility to both groups at the beginning and

end of the research, to get the information and data

that clearly used likert scale (Sudjana, 1998) and

give the treatment of Outdoor Education to the

experimental group in the form of Outbound with

games in the wild. The data analysis was carried out

using t-test (Riduwan, 2008)

3 RESULTS AND DISCUSSION

3.1 The results of calculating the

objective mean differences and

student responsibilities between the

experimental and control groups can

be seen in the figure below:

Figure 1: The results of calculating the objective mean

differences and student responsibilities between the

experimental and control groups.

From the result of calculating the difference of

objective and responsibility means between the

experimental group and the control group at the

beginning and the end of the study, it can be seen

that the means difference of the experimental group

is greater than the control group

ICSSHPE 2017 - 2nd International Conference on Sports Science, Health and Physical Education

236

3.2 There is a difference in the effect on

students' confidence change on the

objective aspect to be better after

following Outdoor Education

activities. The Gain Score Difference

Test on Students’ confidence in their

objective aspects is described in the

following table:

Table 1: Students’ Objective Score Gain Difference

Experimental and Control Groups.

Test

Experime

ntal score

gain

means

Control

Score

Gain

means

observed

Descrip

tion

Initial

and

Final

0.35

0.05

0,89

Signifi

cant

Test of difference of experimental group gain

score and control group seen from aspect of student

objective at initial test and final test, it is obtained

the average gain of experiment group score is bigger

than the average gain of control group score, it

shows a significant difference between experimental

group and control group, and seen from the

acquisition of t observed = 0.89 and t table at the

level of α = 0.25 is 0.20.

If t observed is greater than t table, the effect is

said to be significant, indicating that Outdoor

Education activities positively influence to

improvement aspect of student responsibility, as

seen from picture below:

Figure 2: Test of objective gain score difference between.

3.3 There is a difference in the effect on

students' confidence change on the

responsibility aspect to be better

after following Outdoor Education

activities. The Gain Score Difference

Test on Students’ confidence in their

responsibility aspects is described in

the following table:

Table 2: Test of Score Gain Difference on students’

responsibility Experimental and Control Groups.

Test

Experim-

ental

score

gain

means

Control

Score

Gain

means

obser-

ved

Description

Initial

and

Final

2.10

0.15

0.77

Significant

Est of difference of experimental group gain

score and control group seen from aspect of student

responsibility at initial test and final test, it is

obtained the average gain of experiment group score

is bigger than the average gain of control group

score, it shows a significant difference between

experimental group and control group, and seen

from the acquisition of t observed = 0.77 and t table

at the level of α = 0.25 is 0.20.

If t observed is greater than t table, the effect is

said to be significant, indicating that Outdoor

Education activities positively influence to

improvement aspect of student responsibility, as

seen from picture below:

Figure 3: Test of gain score difference between the

experimental and control groups

Outdoor Education on Students’ Objectives and Responsibilities

237

4 CONCLUSIONS

Outdoor Education through experiential learning in

Outbound activities with games in the wild has a

positive effect on the of students’ objectives and

responsibilities. The objectives and responsibilities

of the experimental group who received the Outdoor

Education treatment through experiential learning in

outbound activities with games in the wild became

better than the control group students who were not

given the treatment.

The positive influence of Outdoor Education

through experiential learning in Outbound activities

with games in the wild is expected to be useful for

the development of science and education, these

activities can be part of the school's extra curricular

activities, in the wider community this activity can

be used as part of community sports activities and

can be an alternative recreational activities to

improve employee performance in government or

private agencies.

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