Pelatihan Mini Outbound Integratif untuk Menguatkan Kompetensi Guru dalam Pembelajaran Holistik Anak Usia Dini

Abstract

Outdoor learning in early childhood education is frequently positioned as recreation rather than as a deliberately designed pedagogical experience. This community engagement program aimed to strengthen teachers’ capacity to design integrative mini-outbound learning that connects children’s independence, contextual English, Pancasila character, natural-material art, inclusion, safety, and authentic assessment. The program was conducted at TK Trate Mas, Magetan, through participatory training involving needs analysis, conceptual modelling, collaborative activity design, limited simulation, reflective dialogue, and artifact review. Evidence was drawn from field notes, participation observations, teacher reflections, draft learning designs, and activity documentation. The evidence was analyzed qualitatively by categorizing it against six pedagogical indicators and triangulating processes, products, reflections, and documentation. The program produced three interrelated indications of change. First, teachers reframed the outdoor area from a place for occasional refreshment into an experiential learning environment with explicit objectives and reflection. Second, the teachers’ designs became more coherent by linking safety procedures, child choice, short English teacher talk, Pancasila values, open-ended art exploration, and process-based assessment. Third, the school identified low-cost and adaptable routines using locally available materials, thereby increasing the feasibility of continuation. The program did not include a complete classroom implementation cycle or quantitative pretest–posttest measurement; therefore, the findings are interpreted as evidence of conceptual and design readiness rather than causal impact. The main contribution is a humane, inclusive, and replicable pedagogical architecture for teacher professional learning. Sustained coaching, staged classroom trials, documentation of children’s responses, and parent communication are required to transform initial readiness into consistent practice.