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

Shabrina Salsabila; Zakiyatul Fikriyah Laila Muna

doi:10.36456/special.vol4.no1.a7288

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

Authors

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

DOI:

https://doi.org/10.36456/special.vol4.no1.a7288

Keywords:

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

Abstract

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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