Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 232 OUT DOOR AS LEARNING LEARNING CHARACTER CHILDREN EARLY CHILDREN AGE (STUDY CASE IN KELOMPOK BERMAIN NUR HIDAYAH DISTRICT OF KUNINGAN) Nunung NuryatiIKIP Siliwanginunungnuryati@gmail.com ABSTRACTEarly childhood is a golden age called golden age. At this time the growth anddevelopment of children is very rapid and closely interconnected with eachother such as physical growth, motor, emotional social, cognitive, language,and art. Character of children's independence has been achieved at this timeone of them through learning outside the classroom or outdoor. The goal tobe achieved through this research is to know and describe: 1). to know theobjective condition of independence character before applying the learning ofoutdoor activities in Nur Hidayah Playing Group of Kuningan Regency. 2).know how to apply the learning of outdoor activities in improving thecharacter of independence in the Playing Group Nur Hidayah DistrictKuningan. 3). knowing the result of independence character after applyingoutdoor learning activity in Nur Hidayah Playing Group of Kuningan Regency.This study uses qualitative research deskritif Source of this data is studentsin the Playing Group Nur Hidayah District Kuningan academic year2017/2018, while the sample of the study amounted to 4 students into thecase. The result of the research shows that: 1) the initial condition of theindependence character of the child by the teacher is still relativelymonotonous and conventional in that it is associated with the work which islimited to the learning that is related to the outdoor activities 2) theapplication of outdoor learning is done through the simple learning stagesnot complicated and can be followed by the child. 3). The results of theapplication of learning through outdoor activities in certain forms havecontributed as in improving the character of independence of children ingeneral, especially when starting to work with friends and the division oftasks with other friends meningkast significantly. Based on the results of thediscussion that has been described learning activities with outdoor activitiesvery positive impact on improving the character of independence of childrenin the Playing Group Nur Hidayah District Kuningan academic year2017/2018. The result of obsevation of increasing the independencecharacter of the children from before and after doing the application ofoutdoor activities showed the optimal and significant development. Keywords: outdoor learning media, character of independence Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 233 PRELIMINARYEarly childhood is a golden age called golden age. At this time the growth anddevelopment of children is very rapid and closely interconnected with each other suchas physical growth, motor, emotional social, cognitive, language, and art. These aspectsare developed to enhance and develop skills and can socialize in everyday life in orderto be a good person and have a good impact on early childhood for the future.The introduction of outdoor learning activities in children by schools since earlychildhood will more quickly stimulate the child's physical motor growth in aligning thepower of thought appropriate to the level of motor development of early childhood soas to generate creative impact on the development of psychiatric children. Activitiesthat seem more dominant in children in the form of motor activity since early childhoodis known as an energetic soul, active and lively. Therefore, with outdoor is expected todevelop the character of children's independence optimally.Based on these descriptions, the researchers see how important the learning activitiesoutdoors, in addition to developing the character of independence of children and trainchild psykomotor. For that, researchers want to study how outdoor able to develop thecharacter of independence early childhood 5-6 years in the Playing Group Nur HidayahDistrict Kuningan. THEORY AND METHODS STUDYAccording to the Directorate of Early Childhood Education (2000: 8) early childhood is achild aged 0-6 years, which is a period of growth and development is very influential forthe next life. Early childhood is also defined as a preschooler. According to Biechler andSnowman (1993) in Patmonodewo (2000: 19) are those aged between 3-6 years. Theyusually attend preschool programs. While in Indonesia, they generally participate inChild Care Program (3 - 5 years) and Play Group (Age 3 Years) while at the age of 4 - 6years they usually follow the Kindergarten Program.In view mutahkir (Solehuddin, 2003: 23) the term early childhood is a child rangingfrom 0 to 8 years. When viewed from the phases of education undertaken by thechildren of Indonesia, then those included in the group of Early Childhood is a low gradeelementary school children (grade 1-3), kindergarten (TK), Play Group (Play Group) andchildren the previous period (infancy).Freud's failure to cultivate a good personality at an early age will form a troubledperson in his later adulthood. The success of parents to guide their children in dealingwith personality conflicts at an early age is crucial to the success of children in social lifein adulthood (Erikson, 1968).outdoor activities can be said as a field trip, because with the field trip means to get achance to observe, obtain information or review everything directly, Hildebrand (LilisSuryani, 2008: 2). Field trips also mean bringing young children to certain objects asteaching enrichment, providing learning experiences that children do not have in theclassroom. Welton and Mallon (Lilis Suryani, 2008: 2), and also gives children the Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 234 opportunity to observe and experience themselves up close. Foster and Headley's (LilisSuryani, 2008: 2) Understanding Approach Learning Outside Class (Outdoor study)learning process for students should be really fun, so students feel at home to learn. Thelearning atmosphere is created so that there is no psychological emphasis for bothparties, teachers and students. Learning outside the classroom (outdoor study) is one ofthe efforts to create learning, avoid the saturation, boredom, and the perception oflearning only in the class. Approach to learning outside the classroom (outdoor study) isa learning approach that uses the atmosphere outside the classroom as a situation oflearning various games as mendia the transformation of the concepts conveyed in thelesson. (Irawan, A. In Ginting, 2005: 37). The learning approach outside the classroomuses several methods such as assignment, questioning, and learning while doing orpracticing with learning situations while playing. This out-of-class learning approachhas advantages that support student learning. Out-of-school education is based on fourprinciples that are needs, lifelong educational principles, relevance principles, andprinciples of future insight. The house plays a crucial first, sharp and important role instarting a continuous lifelong learning process throughout an individual's life throughfamily learning. Basically these activities become the root for the growth of educationalacts known today (sujana, 2010: 64).This research uses a qualitative method that aims to create a description, description orpainting systematically, factually and accurately about the facts, properties andrelationships between the phenomena investigated and the research approach using theprocedure of continuous observation to find the results of the maximum, this research iscarried out 2 weeks until child achievement is achieved. According to (Sugiyono, 2012:7) writes, "the term qualitative research is intended as a type of research whosefindings are not obtained through statistical procedures or other forms of calculation."Total population of 7 students and 4 sample students, data collection techniques:observation, interview, study documentation, literature study. The steps of datacollection: planning, data collection, data collection and processing, inference andpresentation of data RESULTS AND DISCUSSIONAccording to the classroom teacher, in the application of children's character, theteacher gives a briefing on the rules of the outdoor game, then the teacher givesexamples of movement in every child's games or outdoor activities aimed at the childcan move with flex and lively, teachers compose simple games to grow characterdevelopment the basis of which is owned by the child, then when the teacher has givenan example of the behavior of the child and then follow the behavior in accordance withthe teacher's character over and over again.Selanjutnya children forward in turn, thegoal for teachers to know when being given traditional peacock dance learning childrenusing varied movement of children can follow it well. After the children all come to thefront the teacher gives each child a chance to remember each other's activitiescheerfully given to the child, the child is invited to perform repeated outdoor activitiesin order to stimulate the growth of characteristic flower that is in him. Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 235 1. Objective Conditions Growing Flower Character Children Before Done Outdoor ActivitiesIn actual conditions when the child has not gained learning to grow character throughoutdoor activities, the teacher asks all children questions about the preferred hobbiesand enjoyments, from 17 children who choose to play outside 2 people who are fond orliked by children. This is encouraged by children who love or fondue outside theclassroom. Teachers before giving the application about the growth of character byusing games outside of the classroom or outdoor that in listening began to respond toourdoor activities. Learning activities in children should always be oriented to thechild's growth and need a stimulus in the learning process to optimize all the characterof its development. Thus the various types of learning activities should be based on thedevelopment and needs of each child. Application of Growing Character of ChildrenPerformed Outdoor Activities 2. The application of growth and development of character with playing programPlay is an approach in carrying out learning, learning activities to grow children'scharacter developed by the teacher should be done in a special situation by usingstrategies, methods, materials / materials and media that is interesting and easy tofollow by children.Through playing child sauce expresses what is in the mind of the child and thenexpressed through energetic body movements, so that the flower growsberkaktermenjadi meaningful for children through outdoor activities. When playing achild builds an understanding related to his experience. Child development issystematic, progressive and sustainable. This means the progress of the development ofone aspect will affect the aspect and character of other developments.Outdoors activities see things as a way of expressing themselves and exploringthemselves and building their confidence for the better. Stimulation should be given inan integrated and sustainable so that all aspects and character of development candevelop in a sustainable manner by paying attention to the maturity in the context ofcharacter development in children.In an active, creative, innovative, effective, and fun learning process can be done by achild prepared by the teacher with interesting, fun activities, to arouse children'scuriosity, motivate children to think critically and discover new things, such asdeveloping the fondness and interests of children. Learning process in the PlayingGroup Nur Hidayah Kuningan District Brass District, especially on CS and HS provideopportunities for students to think, act, opinion and expression and dare to dance withconfidence. 3. Child Growth Character Growth Results When Conducted Outdoor ActivitiesData obtained from this research is a characteristic growth in early childhood throughoutdoor activities in the Playing Group Nur Hidayah Kuningan District KuninganRegency that obtained the results of observation. The observation data is done to know Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 236 the growth improvement of the character of the child through the outdoor activities,while the provision of learning through field try is done to determine the final ability inthe child after given the learning of characteristic growth through the outdoor activity.From the results of research on the subject of the researcher it can be concluded thatthe 2 subjects of this research succeeded in developing the growth of character throughoutdoorkarena activities seen after doing 4 times the application of traditional dancepeacock child active in agility and cheerfulness and self confidence, the child wasenthusiastic and very happy to receive learning grow character development, becausethe development of teachers character that is packed with good and interesting so thatchildren love to do learning activities through outdoor activities. So increase the growthof character of children through outdoor activities can experience a significant increaseas when teachers give growth characterized through the development of outdooractivities, children are seen more active and confident.Based on all observation data above, it can be concluded that there is an increase in thegrowth of character characteristic of outdoor activities in the Playing Group NurHidayah Kuningan Regency Kuningan better and more children understand and canperform good activities. Data show that all children who do all learning activities, for itis very good the role of the teacher provides improvement in the process of improvingthe growth of character that is more interesting through outdoor activities.With this result of research is closely related to the theory The approach of learningoutside the classroom (outdoor study) is a learning approach that uses the atmosphereoutside the classroom as a learning situation of various games as mendiatransformation of the concepts that are delivered in learning. (Irawan, A. In Ginting2005: 37), explains that outdoor learning activities highlight the ability to use the entirebody (or part of the body) in different ways for both expression of motion (dance,acting) and activity. Character is an example in developing the mastery of the earlychildhood personality tersebut.Kegiatan outdoor is one of the supporters to improve thegrowth of children's character, which when the child is responsible, patient, disciplineand tolerance of children in stimuli to train, explore the potential and increase thegrowth of character that is in the child.Therefore, the growth of character is needed and needed by everyone, especially inearly childhood, both from aspect, behavior and intelligence that should always bestimulated and directed positively by the people in the environment around the child. CONCLUSIONBased on the results of discussion about outdoor activities in improving the character ofearly childhood independence, it can be concluded that with this research results areclosely related to the theory of theory The approach of learning outside the classroom(outdoor study) is a learning approach that uses the atmosphere outside the classroomas a variety of learning situations the game as mendia the transformation of theconcepts conveyed in the learning. (Irawan, A. In Ginting, 2005: 37) explains that Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 237 outdoor activities highlight the ability to use the whole body (or parts of the body) indifferent ways for both expression of motion (dance, acting) and purposeful activities.Outdoor activities in children is one of the supporters to improve the growth ofchildren's character, which when the child can patiently wait for his turn, confident,curiosity is high, responsible, disciplined and illuminating to his friend is the soul that isin the child.As for the results of discussion on the outdoor activities in improving the growth ofearly childhood character, it is concluded from the following research questions:1. The objective condition of developing children characterized by the teacher isrelatively increased, in that case it is said through outdoor gaming activitiesconducted by the children in Nur Hidayah Playing Group of Kuningan District ofKuningan Regency.2. The application of growth and development of character is pursued through therelated stages of implementation in carrying out the character development ofchildren through a pleasant outdoor activity through the stages of the movementwhich is held every two weeks until the children are not accustomed to becomeaccustomed to, doing this outdoor activity requires a long time.3. Learning outcomes for 4 meetings to improve the growth of children's character incertain forms have contributed as in the outdoor activities of children in general,especially when membangaun self-confidence and self-expression to stimulatechildren in stimulating children in various activities.Therefore outdoor activities are needed by everyone, especially in early childhood, bothin terms of physical, motor, behavior and characters that should always be stimulatedand directed positively by people in the neighborhood of children. BIBLIOGRAPHYAbiding, yunus.(2013). Pembelajaran Bahasa Berbasis Pendidikan Karakter. Bandung:Refika Aditama.…………… (2016). Pembelajaran Membaca Berbasis Pendidikan Karakter. Bandung:Refika Aditama.Hanif, M. (2016).100 Game Seru Cara Asik Belajar.Yogjakarta: SaufaHusna, A. (2009). 100+ Permainan Tradisional Untuk Kreatifitas, Ketangkasan danKeakraban. Yogjakarta: ANDI.Kesuma, Dharma, dkk. ( 2013). Pendidikan Karakter : Kajian Teori Dan Praktik diSekolah. Bandung: Remaja Rosdakarya.Najib, NovanArdy, Sholichin. (2016). Manajemen Strategik Pendidikan Karakter BagiAnak Usia Dini. : Yogjakarta: Gava Media.Nugraha, Ali. ( 2006). Metode Pengembangan Sosial Emosional. Bandung: UniversitasTerbuka.Nuryati, Sri. (2012). Dasar – dasar pembuatan dan pengembangan APE.Cimahi: HSPPublishing House. Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 238 Musbikin, Imam. (2010). Buku Pintar PAUD : Dalam Perspektif Islami. Yogjakarta:Laksana.Suyadi. (2013). Strategi Pembelajaran Pendidikan Karakter. Bandung :RemajaRosdakaryaYaumi, M. (2016) Pendidikan Karakter :Landasan, Pilar, Dan Implementasi. Jakarta:Prenadamedia Group.