Free Play in Outdoor Playground Learning at Yogyakarta Kindergartens

Abstract

This research aims to describe the implementation of free play in outdoor playground learning at Yogyakarta Kindergartens, focusing on how this method supports cognitive, social, and emotional development. The study employs a descriptive quantitative design, collecting and analysing data from 89 students aged 5-6 from five state kindergartens. Observation sheets divided into six key indicators: active engagement, social interaction, exploration, creativity, problem solving, and emotional management, were used as the primary data collection instrument. Data analysis was conducted using frequencies and percentages through Microsoft Excel. The findings reveal that 96.63% of students showed significant active engagement, 83.15% engaged in healthy social interactions, and 94.38% demonstrated active exploration. Creativity was evident in 77.53% of students, while 79.78% displayed improved problem-solving skills. Emotional management improved in 71.91% of students. The study concludes that free play in outdoor playgrounds significantly benefits holistic student development, suggesting that educational policies should support such activities to maximise cognitive, social, emotional, and physical growth. The research provides practical recommendations for educators and policymakers to improve free play in outdoor playground learning programs in kindergartens, fostering a more inclusive, creative, and supportive learning environment.