Outdoor Learning to Improve the Wetland Ecological Literacy of Geography Education Students

SETIAWAN, FAISAL ARIF

dc.contributor.author	SETIAWAN, FAISAL ARIF
dc.date.accessioned	2022-06-08T02:23:04Z
dc.date.available	2022-06-08T02:23:04Z
dc.date.issued	2022-04-25
dc.identifier.issn	2598-9723
dc.identifier.uri	https://repo-dosen.ulm.ac.id//handle/123456789/24376
dc.description.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	en_US
dc.publisher	Universitas Lambung Mangkurat	en_US
dc.subject	Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education	en_US
dc.title	Outdoor Learning to Improve the Wetland Ecological Literacy of Geography Education Students	en_US
dc.type	Article	en_US