Strategi Pembelajaran Berbasis Alam untuk Meningkatkan Pengalaman Belajar Anak Usia Dini

Abstract

Nature-based learning is an educational approach that utilizes the natural environment as a learning resource and provides children with direct, meaningful, and contextual learning experiences. This article aims to examine strategies for implementing nature-based learning to enhance learning experiences among early childhood learners. The study employed a qualitative approach using a literature review method. Data were collected from relevant scientific journal articles, books, and academic publications discussing nature-based learning, outdoor learning, early childhood education, environmental awareness, and children's development. The collected literature was analyzed through content analysis by identifying, classifying, comparing, and synthesizing relevant findings. The results indicate that nature-based learning can provide children with opportunities to explore, observe, experiment, communicate, solve simple problems, and interact directly with their surroundings. Effective strategies include outdoor activities, gardening, exploration of natural objects, environmental observation, field trips, nature-based play, environmental projects, and the use of natural materials in learning activities. Nature-based learning can support cognitive, language, physical-motor, social-emotional, creative, and naturalistic development. Its implementation requires careful planning, appropriate selection of activities, attention to children's safety, teacher facilitation, and systematic assessment. Therefore, nature-based learning should be implemented as an active, contextual, enjoyable, and child-centered approach that connects learning objectives with children's real experiences in the natural environment