Analysis of Nature-Based-Learning for Children with Autism Spectrum Disorder in Elementary School Age: A Systematic Review

Analysis of Nature-Based-Learning for Children with Autism Spectrum Disorder in Elementary School Age: A Systematic Review


  • Shabrina Salsabila Universitas Sunan Kalijaga, Yogyakarta, Indonesia
  • Zakiyatul Fikriyah Laila Muna Universitas Sunan Kalijaga, Yogyakarta, Indonesia



Autism Spectrum Disorder, Nature-Based Learning, Elementary Age, Method Learning


The education system in the world is continually evolving. Nature-Based Learning (NBL) is an innovative learning model in the field of education that can be applied to children with special needs, particularly those with Autism Spectrum Disorder (ASD). Children with ASD in elementary school age often experience difficulties in communication and socialization, necessitating appropriate interventions, one of which is the implementation of NBL as a learning model. This study is a qualitative research that utilizes literature review as the data collection method, analyzed using the Miles and Hubberman technique. The findings of this research reveal the significance of NBL in the elementary school age, where it creates a calm and non-threatening learning environment, facilitates collaboration, communication, and teamwork through group activities in nature. The impact of NBL on the psychological development of children with autism is highlighted, encompassing sensory regulation, reduced stress, improved focus, enhanced social skills, cognitive development, and a positive relationship with the environment.


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How to Cite

Shabrina Salsabila, & Muna, Z. F. L. (2023). Analysis of Nature-Based-Learning for Children with Autism Spectrum Disorder in Elementary School Age: A Systematic Review. Special and Inclusive Education Journal (SPECIAL), 4(1), 50–55.