The Influence of Learning Out of School Camping and Hiking

Courses on Self-Control

Jahidin Jahidin, Adli Hakama, Nurlan Kusmaedi

and Yunyun Yudiana

Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung, Indonesia

jahidin89@student.upi.edu

Keywords: Outdoor Education and Self Control.

Abstract: This article discusses the effect of outdoor education Program camping and hiking on self control. The

method used in this research is experiment. The pre-test post-test two treatment design. Using simple

random sampling. which specified a group of structured games activities as a single experimental group and

an unstructured games activity group as the two experimental groups. The results showed that the group of

structured games activities and groups of unstructured games activities there are significant differences.

After administering the test, this paper finds out that the group implementing outdoor education program of

camping and hiking and unstructured games is better than the group which does not in terms of self-control.

1 INTRODUCTION

Self-control has the meaning as an individual's

ability to read and read the situation of the self and

the environment and the ability to control and

implement behavioral factors according to the

circumstances to run in socializing (Walters, 2011).

The ability to control oneself becomes very

meaningful to minimize bad behavior. During this

time many found in life in society as well as in the

state order of events that occur due to inability to

control themselves (Walters, 2011).

Individuals with low self-control often have a

low sense of tolerance for others and tend not to

think about the long-term impact they will face after

doing something bad (Zimmerman et al., 2015;

Gottfredson and Hirschi 1990). Self-control is a

potential that can be developed and used by

individuals during the processes in life, including in

the face of the conditions contained in the

environment.

Changes and developments in self-control are

part of the objectives of the teaching and learning

process of Law Number 20 Year 2003. In its

implementation, efforts have been made so that the

realization of student self-control which part of the

national education goals both in the process and

evaluation of learning. Physical education is one of

the subjects in school and is an integral part of the

overall education system of Bucher (1979).

The wide scope of physical education materials

such as games, development activities, water

activities, gymnastics activities, rhythmic activities,

education outside the classroom, and health (BSNP,

2006). Out-of-school education is a very effective

activity when it comes to connecting learning

objectives on a psychological basis (Taniguchi et al.,

2005). Camping and hiking are part of outdoor

educational activities that have a positive impact on

individual development (Gregg, 2009; Kruse and

Card, 2004; Bean et al., 2016). In the execution of

activities outside the classroom can be games,

stories, sports, experiments, competitions, recognize

the surrounding environmental cases and discussion

of solutions, environmental action, and

environmental crawl (Vincencia, 2006).

In the implementation of outdoor learning

activities teachers can modify the game program

conducted in the learning process in outdoor

education where balanced games can be developed

as well as carefully planning challenging activities,

and choosing the important and timely to challenge

the understanding and enhance the active learning

(Werner and Almond, 1990). By providing a

structured or systematic game that is arranged in

stratum from the easiest hardest keyang (Harsono,

1988) and vice versa are not structural. (Gregg,

2009) says' younger students are likely to need more

supervisory and structured activities. Then (Ismail et

al., 2014) say "through unstructured games, children

improve their cooperative skills, build knowledge

262

Jahidin, J., Hakama, A., Kusmaedi, N. and Yudiana, Y.

The Inﬂuence of Learning Out of School Camping and Hiking Courses on Self-Control.

In Proceedings of the 2nd International Conference on Sports Science, Health and Physical Education (ICSSHPE 2017) - Volume 2, pages 262-265

ISBN: 978-989-758-317-9

through imitation, and gain new insights through

trial and error."

Referring from the opinion of the experts above

eating this research is intended to be able to answer

some questions 1) Is there an effect of learning

outdoor education program camping and hiking with

activity games that are structured on self-control

students. 2) Is there any influence of outdoor

education learning camping and hiking program

with unstructured games activity on student self-

control. 3) Is there any difference in learning effect

of outdoor education program camping and hiking

using structured games activity with unstructured

games activity on student self-control.

2 METHODS

The research method used is the experiment with the

pre-test design post-test two design Cohen (2007).

This research lasted for three days that is on 14 - 16

April 2017, with a 44-hour meeting that starts from

Friday 14th to 10th day of the week. The study with

these 3 refers from (Taniguchi et al., 2005). The

sample was determined based on simple random

sampling which consisted of 40 students of class VII

and VIII SMP Wangunsari, Lembang, West

Bandung regency, West Java. The instrument used is

self-control adopted from instruments (Tangney et

al., 2004). Processing is done by using t-test statistic.

3 RESULTS AND DISCUSSION

In this research is divided into two groups of

samples, namely: a sample group that conducts

outdoor educational camping and hiking activities

with structured games and sample groups that

conduct outdoor educational activities camping and

hiking with unstructured games.

Table 1: Test Results Paired Sample Test Self Control

group structured.

Pair 1

Pretest structured -

Posttest structured

Paired

Differences

Mean

-7.700

Std. Deviation

4.497

Std. Error Mean

1.006

95% Confidence

Lower

-9.805

Interval of the

Diffirence

Upper

-5.595

-7.658

Sig. (2-tailed)

.000

Based on the results of the Paired Samples Test

of self-control in the structured group, the

probability value or Sig (2-tailed) is 0,000 smaller

than 0.05 (0.000 <0.05), it can be concluded below

that there are differences in mean before and after

treatment on the ability of self-control in the

structured group. It can also be seen from the mean

in the Paired Samples Test or on t arithmetic. If the

positive t count means the average before the test is

higher than after the test and vice versa the negative

t count means the average before the test is lower

than after the test of. Based on result of paired

samples test known that t table -7.658 it shows that

post-test value bigger than pre-test value.

From the results of research and tested by paired

samples test showed that there is a significant

increase meaning that the treatment given to the

group of structured game activity has a positive and

applicable influence in improving the self-control of

first-grade students, this is supported by quantitative

testing of data obtained through pretest and posttest

self-control students.

This gives an understanding that there is an

influence of learning outdoor education program

camping and hiking with a structured game activity

on student self-control, these results also imply that

learning of outdoor educational programs of

camping and hiking with structured game activity

has an effect on student self-control as predicted by

theory (Gregg, 2009).

Table 2: Test Results Paired Sample Test Self Control

group unstructured.

Pair 2

Pretest unstructured-

Posttest unstructured

Paired

Differences

Mean

-11.600

Std. Deviation

4.173

Std. Error Mean

.933

95% Confidence

Lower

-13.553

Interval of the

Diffirence

Upper

-9.647

-12.433

Sig. (2-tailed)

.000

Based on Paired Samples Test result of

unstructured self-control group ability, it is known

that probability value or Sig (2-tailed) is 0,000

smaller than 0.05 (0.000 <0,05), thus it can be

concluded under Ho rejected, meaning that there is

average difference in before and after treatment on

self-control group unstructured ability. It can also be

seen from the mean in the Paired Samples Test or on

t arithmetic. If the positive t count means the

average before the test is higher than after the test

and vice versa the negative t count means the

average before the test is lower than after the test of.

The Inﬂuence of Learning Out of School Camping and Hiking Courses on Self-Control

263

Based on the results paired samples test known that t

table -12.433 it shows that the value of post-test is

greater than the value of pre-test.

From the results of research and tested by paired

samples test showed that there is a significant

increase means that the treatment given to

unstructured game activity groups has a positive and

applicable influence in improving the self-control

ability of the junior high students, this is supported

by quantitative testing of data obtained through pre-

test and post-test self-control students.

This implies that there is an effect of learning

about outdoor education program camping and

hiking with unstructured game activity on student

self-control, the result also implies that outdoor

learning education camping and hiking programs

with unstructured game activity have an effect on

student self-control as the results of research

conducted by (Ismail et al., 2014).

Table 3: Independent Samples Test Result Test Structured

and Unstructured Group on Self Control Capability.

Enhancement

Equal

variances

assumed

Equal

variances

not

assumed

Levene’s

Test for

Equality

.053

Sig.

.820

t-test for

Equality

of Means

-2.843

37.789

Sig. (2-

tailed)

.007

Mean

Difference

-3.900

Std. Error

Difference

1.372

95%

Confidence

Lower

-6.677

Interval of

Difference

Upper

-1.123

Based on the calculation of independent samples

test, obtained t value for the value of self-control

ability is -9.253 and t

table

for 95% significance level

and degrees of freedom (df) = 38 obtained t

table

2,042. Value -t

count

<-t

table

(-2.843 <-2.042) and P

value (0.007 <0.05) then Ho is rejected, meaning

that there is a difference between the mean value of

the ability of self-control group activity and the

game is structured with the average value of activity

groups and unstructured games. A negative t value

means that the average of the structured group is

lower than the unstructured class average, with mean

difference -3.900. This means that the value of the

ability of self-control group is not structured greater

than 3.900 value of the ability of self-control group

structured.

This gives the understanding that groups are

doing outdoor educational activities camping and

hiking programs using unstructured games have a

high level of self-control influence when compared

to outdoor educational activities of camping and

hiking programs using structured games. This means

that the group implementing outdoor education

program of camping and hiking with unstructured

games is proven to have better self-control. This is

in line with (Ismail et al., 2014; Guralnick, 1993).

4 CONCLUSIONS

From the field observations on unstructured game

groups researchers see that the presence of caution,

struggle and sincerity, and high cooperation in

completing every game activity that is passed,

besides that unstructured activities and games also

provide benefits to the child to respond to feedback

from each stimulus provided either in the form of

ideas, as well as consider the opinions of others so as

to develop self-control. This is as described by

(Guralnick, 1993) "Furthermore, exposure during

unstructured" play to the feelings, feedback,

opinions, and ideas of peers helps children move

beyond egocentric feelings, to consider the ideas of

others. "In addition, unstructured playing exposure

to peer feelings, feedback, opinions, and ideas helps

children move beyond egocentric feelings, to

consider other people's ideas. This is in line with the

research results (Ismail et al., 2014) "that through

unstructured play, children enhance their

cooperative skills, build knowledge through

imitation, and gain new insights through trial and

error." It means "through unstructured games,

children improve their cooperative skills, build

knowledge through imitation, and gain new insights

through trial and error."

This study suggests that the opinions expressed

by (Gregg, 2009) are mapped out that “younger

students will likely require more supervision and

structured activities, as well as more comforts during

camping, such as cabins, running water, and

prepared meals.” This means "Younger students will

likely need more supervision and structured

activities, as well as comforts during camping, such

as cabins, clean water and fast food" what is

proposed for outdoor education camping and hiking

programs using unstructured activities and games

better if applied to improve self-control in junior

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

264

high school students. This research is only limited to

know the influence of self-control.

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