Enhancing Students’ Conceptual Understanding of Living Organisms through Outdoor Laboratory-Based Discovery Learning: A Practical Approach
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Abstract
This study aims to describe and analyze the implementation of outdoor laboratory-based discovery learning in teaching the characteristics of living organisms at an Islamic junior high school in Indonesia. A qualitative descriptive research design was employed. Data were collected through observations, semi-structured interviews, and documentation. The results show that the integration of discovery learning with outdoor laboratory activities significantly enhances students’ engagement, conceptual understanding, and scientific attitudes. Learning activities conducted in outdoor environments provide contextual, meaningful, and experiential learning experiences that enable students to actively construct knowledge. Thus, outdoor laboratory-based discovery learning is an effective pedagogical approach for improving science learning outcomes at the junior secondary level.
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References
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