Abstract:
Some geography education students score poorly in wetlands ecological literacy.
This study aimed to determine the effect of outdoor learning on wetlands
ecological literacy using a pre-experimental design and a sample of 60 geography
students. The wetlands ecological literacy instruments were adapted from
Anderson's cognitive dimensions comprising factual, conceptual, strategic, and
metacognitive indicators. Data were analyzed using percentages and nonparametric Wilcoxon ranked statistical sign tests. The result showed that 2-tailed
Asymp. Sig. was 0.000, smaller than 0.05. The conceptual and metacognitive
indicators had the highest and lowest improvement of 21.11% and 13.33%,
respectively. Furthermore, students’ wetlands ecological literacy improved
through outdoor learning. Outdoor learning increases students’ attention to their
environment through closer interactions, complementing the learning experience.
Therefore, outdoor learning improves students’ wetland ecological literacy.
Keywords : Outdoor learning; ecological literacy; teacher candidate; wetlands
