Utilizing Outdoor Environment area as Science Learning Source to Improve Early Childhood Cognitive Skills

Abstract

This research explores the use of the outdoor environment as a science learning resource to enhance early childhood cognitive development at SPS Darussalam, Sumuradem Timur Village, Indramayu. The study addresses three main issues: (1) the implementation of outdoor learning in science, (2) strategies to optimize cognitive skills in early childhood, and (3) factors influencing its effectiveness. Using a descriptive qualitative approach, data were collected through participatory observation, in-depth interviews with teachers and school leaders, and documentation of learning activities. Triangulation was employed to ensure data validity. Results indicate that the use of natural surroundings such as school gardens, rice fields, oyster mushroom farms, and nearby rivers provided concrete, contextual experiences that fostered observation, classification, problem-solving, and scientific curiosity. Teachers’ strategies included guided exploration, thematic integration, and parental involvement, supported by simple learning tools and structured safety measures. This approach significantly improved children’s cognitive abilities, scientific attitudes, and environmental awareness. The study concludes that outdoor learning is a relevant and effective model for early childhood education, especially in rural areas with abundant natural resources.