The effect of digital board–assisted outdoor learning on students’ critical thinking and learning interest: a quasi-experimental study
DOI:
https://doi.org/10.12928/jrkpf.v12i2.1755Keywords:
Critical Thinking, Digital Board, Learning interest, Outdoor LearningAbstract
Many junior high school students still exhibit a low level of critical thinking ability and a limited interest in learning physics, particularly in abstract topics such as work and simple machines. This study aims to determine the effect of outdoor learning assisted by a digital board on students' critical thinking ability and learning interest in the topic of work and simple machines among junior high school students. The research employed a quasi-experimental method with a pre-test–post-test control group design. The subjects consisted of 66 junior high school students divided into experimental and control classes (33 students each), selected using a cluster random sampling technique from the eighth-grade population at SMP Negeri 2 Kedungbanteng, Banyumas. The observation results showed a 31% increase in student learning activity after the implementation of outdoor learning. The t-test results indicated a significant difference in critical thinking ability (Sig. 0.008 < 0.05) and learning interest (Sig. 0.000 < 0.05) between both classes. These findings demonstrate that outdoor learning, assisted by a digital board, is effective in improving students' critical thinking abilities and learning interest. This implies that integrating digital tools into outdoor learning environments can enhance student engagement and higher-order thinking, offering educators an innovative approach to promote active and meaningful learning in physics education.
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