Implementation of Outdoor Learning Environment as Active Learning Strategy on Early Childhood Education

Abstract

Outdoor learning environments have become one of the learning strategies capable of creating active and enjoyable learning experiences for early childhood children. However, the implementation of outdoor learning in early childhood education institutions is still not optimal because most learning activities remain focused inside the classroom. In addition, studies discussing the implementation of outdoor learning environments as an active learning strategy for early childhood education, especially in Banda Aceh, are still limited. The novelty of this study focuses on teachers’ experiences and perspectives regarding the implementation of outdoor learning in improving children's active participation. This study used a descriptive research design and a qualitative methodology. The study was carried out on April 20, 2026, in several early childhood education institutions in Banda Aceh involving 10 PAUD teachers as respondents. Data were collected through observations, semi-structured interviews, and documentation. The findings revealed that outdoor learning environments were able to increase children’s activeness, social interaction, motor skills, and create more enjoyable and less monotonous learning situations. However, several obstacles were found, including weather conditions, limited facilities, and the need for more intensive supervision during outdoor activities. In conclusion, outdoor learning environments can be considered as an effective active learning strategy for early childhood education.