Indonesian Journal of Learning and Instruction 

Volume 1, Issue 1, April 2018 

p-ISSN 2614-8250, e-ISSN 2614-5677 

https://journal.uniku.ac.id/index.php/IJLI 

 

47 

 

IMPROVING STUDENT'S NATURALIST INTELLIGENCE 

THROUGH OUTDOOR ACTIVITIES ON PLANT 

MORPHOLOGY LEARNING 
 

Lilis Lismaya 

Department of Biology Education, Faculty of Teacher Training and Education, Universitas Kuningan, 

Indonesia 

E-mail: lilislismaya2017@gmail.com 

 
APA Citation: Lismaya, L. (2018). Improving student's naturalist intelligence through outdoor activities 

on plant morphology learning. Indonesian Journal of Learning and Instruction, 1(1), 

47-52. 

 
Received: 19-02-2018 Accepted: 26-03-2018   Published: 01-04-2018 
 

Abstract: The purposes of this research are to analyze the improvement of students' naturalist 

intelligence through outdoor activities on plant morphology learning, to analyze the difference of 

result between pretest and posttest on plant morphology learning, and to reveal students’ response to 

the application of plant morphology learning. The research method used is an experimental research 

with one-group pretest-posttest design. This study only used one experimental class given treatment to 

assess the effect of the treatment without comparison with the control class. The instrument used is 

questions of naturalist intelligence. The results of this research indicated that: 1) there is a difference 

result between pretest and posttest on student's naturalist intelligence before and after plant 

morphology learning using outdoor activities; 2) there is an improvement of students' naturalist 

intelligence through outdoor activities learning; and 3) positive response came from students on the 

application of outdoor activities learning. 

Keywords: naturalist intelligence; outdoor activities; plant morphology. 

 

INTRODUCTION 

Education is not merely about how to acquire 

knowledge, but it is an effort to improve 

students' understanding, attitudes, abilities, 

skills and self-development. The lack abilities 

owned by students include their ability in 

classifying nature Hands-on Investigation and 

caring for nature. Hence, it needs a way to 

improve those abilities. 

This ability or competence is expected to 

be enhanced through various learning 

processes at school. One of the learning 

process that can be used to achieve the above 

competencies is through Outdoor Activities. 

Outdoor activities is an approach done by 

lecturers, where lecturers invite students to 

study outside the classroom to see field events 

directly that are used as learning resources 

(Lazear, 2004). The role of lecturers is as a 

motivator, meaning that lecturers as a guide 

for students to learn through the experience 

they get. 

Outdoor activities is one way how we 

improve students' learning capacity. Students 

can learn more deeply through the objects they 

face than if they are learning in a classroom 

that has many limitations. Furthermore, 

studying outside the classroom can help 

students apply their knowledge. In addition, 

outdoor activities are more challenging for 

students and bridge between theories in the 

book and the reality that is in the field. The 

quality of learning in real situations will 

provide increased learning achievement 

through the learned objects and can build 

better social and personal skills. Outdoor 

activities can be done anytime in accordance 

with the draft of program created by the 

lecturer. 

 

METHOD 

The method used in this research is weak 

experimental with the one-group pretest-



Lilis Lismaya 

Improving student's naturalist intelligence through outdoor activities on plant morphology learning 

48 

 

posttest design (Fraenkel & Wallen, 2007). 

This present study only used experimental 

class that is given treatment to assess the effect 

of the treatment, without comparing it with the 

control class. The research design is shown 

below.

Table 1. The one-group pretest-posttest research design 
O 

Pretest  

X 

Treatment  

O 

Posttest  

 

The population in this study is all students 

of Biology Education, University of Kuningan, 

amounted to 110 students. The sample used in 

this research is taken using purposive sampling 

as much as one class at first level in second 

semester who are students of Biology 

Department in FKIP Kuningan University with 

amount of 27 students who are taking course 

of Plant Morphology. 

The instrument used is a written test in 

form of essays which contains indicators to 

measure naturalist intelligence. The test is 

given at the beginning and end of the learning. 

In addition, questionnaires are used to find out 

student’s responses on the study of Plant 

Morphology through Outdoor activities. This 

study conducted processing and data analysis 

with statistical tests, and the activities include 

scoring for pretest and posttest, calculating N-

gain, and the data analysis by using Software 

Statistical Package for Social Science (SPSS) 

for Windows version 16.0. 

 

RESULTS AND DISCUSSION 

The results of the research are presented in 

sequence as follows: (1) difference of result 

between pretest and posttest on plant 

morphology learning to student's naturalist 

intelligence, (2) improvement of student's 

naturalist intelligence through application of 

outdoor activities, and (3) student's response to 

the application of outdoor activities. The 

results of validity and reliability test of the 

instrument are described in Table 2 below.

 

Table 2. Result of validity and reliability test 
No Statistical Test Value Conclusion 

1. Validity Test 0.677 High 

2. Reliability Test 0.752 High 

 

The results of the test analysis that 

includes the validity test shows the value of 

0.677 which means that all questions or items 

of naturalist intelligence test have high 

validity. Reliability test results show the value 

of 0.752 meaning that the overall questions of 

naturalist intelligence test has high category of 

reliability. Based on the results of validity and 

reliability tests, it can be concluded that the 

questions of naturalist intelligence can be used 

as an instrument in further research. 

Difference of result between pretest and 

posttest on plant morphology learning 

through outdoor activities 

To know the application of outdoor activities 

to naturalist intelligence on plant morphology 

learning, then it tested the results of pretest 

and posttest. The following shows the average 

results of pretest and posttest in experimental 

class.

 

Table 3. Average result of multiple intelligences pretest and posttest 

Class Student Total 
Naturalist Intelligence 

Average of Pretest Average of Posttest 

Experimental Class 27 70.52 74.88 

 

Table 3 shows the average of pretest score 

of the experimental class is 70.52. After the 

outdoor activities learning is conducted, the 

students are given a posttest to see the 

student's Naturalist Intelligence. Posttest 

results showed that students’ posttest score 



Indonesian Journal of Learning and Instruction 

Volume 1, Issue 1, April 2018 

p-ISSN 2614-8250, e-ISSN 2614-5677 

https://journal.uniku.ac.id/index.php/IJLI 

 

49 

 

achieved 74.88 with a maximum value is 80. 

The results of the student's Naturalist 

Intelligence analysis based on the average 

value of pretest and posttest can also be seen 

in Figure 1. 

 
Figure 1. Average of pretest and posttest 

 

From the results of statistical tests, the 

data obtained is normally distributed and 

homogeneous so the hypothesis testing is done 

by parametric statistical t-test Sample 

Independent Test. The t-test was conducted to 

determine the level of significance of 

experimental class differences compared to the 

minimum criteria of mastery learning (KKM) 

of Plant Morphology course. The results of the 

test with the t-test of naturalist intelligence can 

be seen in Table 4. 

 

Table 4. T-test analysis result of naturalist intelligence  
Data 

Source 
Class 

Average 

Value 
Significance α Conclusion 

Posttest 
Experimental 73 

0.000 0.05 Difference found 
KKM 70 

 

From the table, it can be seen that the 

result of t-test shows the significance of 0.00 

<α (α = 0.05), so it can be concluded that there 

is a significant difference of naturalist 

intelligence of experimental class compared to 

KKM of plant morphology course. 

Based on the result of analysis of 

experimental class as a whole on t-test shows 

that there is a significant difference of 

naturalist intelligence compared to KKM of 

Plant Morphology course. Both of them show 

that there is an influence of the application of 

outdoor activities on plant morphology 

learning toward students’ naturalist 

intelligence on leaf material and plant 

branching patterns. 

 

The improvement of naturalist intelligence 

through outdoor activities 

To know the improvement of naturalist 

intelligence result in experimental class as a 

whole based on Pre-test and Post-test results, 

then it is calculated by using gain formula and 

then classified. Recapitulation of gain value 

calculation results are described in Table 5 

below.

 

Table 5. Result of N-gain test 
Class Value Category 

Experimental 0.4 Medium 

 

From table 5 above, it can be clearly seen 

that the value of gain value obtained in the 

experimental class as a whole is 0.4 in the 

medium category, meaning that the application 

of outdoor activities on the Plant Morphology 

learning can increase students’ naturalist 

intelligence. 

Next is the test of normality and 

homogeneity to gain value of students' 

naturalist intelligence. Normality and 



Lilis Lismaya 

Improving student's naturalist intelligence through outdoor activities on plant morphology learning 

50 

 

homogeneity tests are used as a prerequisite 

for subsequent statistical tests. The calculation 

result of the gain value normality test of 

problem solving in experimental class is 

overall shown in Table 6.

 

Table 6. Result of gain value normality test 
Data Naturalist Intelligence Test 

P-value Α Conclusion 

Gain Value 0.30 0.05 Normal 

 

The test result of data normality with 

Kolmogorov-Smirnov obtained result of gain 

value in experimental class gain from normal 

distributed population with P-value 0.30 

bigger than α = 0.05. The result of Levene's 

homogeneity test of students’ naturalist 

intelligence used α significance level = 0.05 

and obtained P-value as presented in Table 7. 
 

Table 7. Result of gain value homogeneity test 
 

Data 
N 

Naturalist Intelligence 

P-value Α Conclusion 

Gain Value 27 0.45 0.05 Homogenous 

 

Based on Table 7, it is known that the 

student's Naturalist Intelligence gain value at 

the significance level α = 0.05 meets the 

criteria P-value ≥ α = 0.05, this means that the 

variance of the data is homogeneous. 

From the results of statistical tests, the 

data obtained is normally distributed and 

homogeneous so the hypothesis test is done by 

parametric statistical t-test Sample 

Independent Test. The t-test was conducted to 

find out the level of significance of the 

students' naturalist intelligence improvement, 

the result of t-test shows the significance of 

0.00 <α (α = 0.05), so it can be concluded that 

there is an increase of students’ naturalist 

intelligence after the application of outdoor 

activities on leaf material in morphology 

learning. 

This naturalist intelligence includes 

several indicators, including: a) Classifying 

Nature; b) Hands-on Investigation; c) Nature 

Simulations; d) Caring for Nature; e) Sensitive 

to natural phenomena (Natural Patterns) 

(Lazear, 2004). 

Based on the results of the researcher's 

analysis through the learning of Outdoor 

Activities, it is seen that the students' ability in 

classifying nature, especially the leaf types in 

Bungkirit City Forest has increased, it can be 

seen from students’ posttest and LKM they use 

during the learning. Similarly, the ability of 

students in investigating both individual and 

group seems increasing, they look more 

enthusiastic in doing investigation in the open 

space. 

Observation sheets are also used by the 

researcher in this naturalist intelligence 

assessment instrument. Based on the 

researcher's observation, it is seen that the 

students also look more care and sensitive to 

nature, because through this Outdoor 

Activities students are trained to love nature, 

not to destroy nature. They are also more 

excited about planning environmental 

conservation activities. 

Naturalist intelligence is the intelligence 

possessed by individuals to the plants, animals 

and the surrounding natural environment. 

Individuals who have high naturalist 

intelligence will have a high interest and love 

for plants and animals of the universe. They 

will not carelessly cut down trees, they will 

not slaughter and torture animals, and they will 

also tend to keep the environment they are 

standing in. They will love plants, animals and 

the environment as they love themselves. This 

is a high naturalist intelligence (Lazear, 2004). 

 

Student’s responses to the application of 

outdoor activities 

At the end of leaf material learning and plant 

branching patterns, the students of the 



Indonesian Journal of Learning and Instruction 

Volume 1, Issue 1, April 2018 

p-ISSN 2614-8250, e-ISSN 2614-5677 

https://journal.uniku.ac.id/index.php/IJLI 

 

51 

 

experimental class as a whole were given 

questionnaires to find out their responses to 

the application of outdoor activities on plant 

morphology learning. The questionnaire made 

included six indicators which then was 

developed into several questions. 

The recapitulation of the result 

percentage of student responses to the 

application of outdoor activities on plant 

morphology learning is shown in Figure 2.

 
Figure 2. Result of students’ response to outdoor activities 

 

Based on Figure 2, it can be seen that almost 

all indicators show a positive response from 

students. For the indicator of interest in 

learning, it is seen that 83% of students 

answered yes and 17% answered no, meaning 

that most students feel interested in the 

application of outdoor activities on plant 

morphology learning. For indicators of helping 

students in improving interest in learning, 90% 

of students stated that the application of 

outdoor activities can help improve their 

learning interest. For indicators of improving 

Naturalist Intelligence, it is showed that 95% 

of students stated that the application of 

outdoor activities on plant morphology 

learning can improve their Naturalist 

Intelligence. While for indicators of increasing 

naturalist intelligence showed 65% of students 

stated that outdoor learning activities can 

improve their naturalist intelligence. Further, 

technical indicators of outdoor learning 

activities in the plant morphology course 

showed that 75% of students stated that the 

technical of outdoor learning activitiesis easy 

to understand. Therefore, from the overall 

students’ response, it can be concluded that 

almost all students give a positive response to 

the application of outdoor learning activities 

on plant morphology learning. 

 

 

CONCLUSION 

Based on the result of the research, there are 

some conclusions: 1) there is a difference of 

result between initial or pretest and posttest on 

students’ Naturalist Intelligence before and 

after plant morphology learning through 

Outdor Activities. This is indicated by the 

average calculation result of students’ Pretest, 

Posttest and gain index. Thus, it is clearly seen 

that there is a significant difference between 

pretest and posttest results. Similarly, when the 

result of posttest compared to KKM or 

Minimum Criteria of Mastery Learning, it was 

bigger than KKM; 2) there is an increase in 

students’ naturalist intelligence, especially 

naturalist intelligence through outdoor learning 

activities on plant morphology learning; and 3) 

students give positive responses on the 

application of Outdoor learning activites on 

plant morphology course to the improvement 

of students' naturalist intelligence. 

Based on the findings of the research, the 

researcher presents the following suggestions: 

1) at the time of learning, it requires good time 

management between each stage in outdoor 

learning activities and at the end of activities, 

it needs to strengthen the concept and 

principles of activities in outdoor activities and 

naturalist intelligence; 2) when determining 

the place for learning, it should be accustomed 

to the learning materials that will be discussed 



Lilis Lismaya 

Improving student's naturalist intelligence through outdoor activities on plant morphology learning 

52 

 

in order to be right on target; 3) students’ 

positive response to outdoor learning activities 

on the leaf concept and the plant branching 

pattern provides an opportunity for the use of 

outdoor learning activities in other biological 

learning concepts; and 4) some research 

conducted by other researchers is needed as 

input in this research since the possibility of 

differences in knowledge, how to teach and 

experience will affect the results of research. 

 

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