ABSTRACT
The purpose of the study is to investigate the effect of the outdoor learning model on biology learning motivation on biodiversity matter. The study applied a quasi-experimental design, divided into an experimental group and a control group. In order to achieve the purpose of the study, the experimental group applied the outdoor learning model and the control group applied speech and discussion learning. Data was collected through a pretest and posttest learning motivation score. The data analysis of an independent t-test shows that there is a difference between the posttest means for both the control and experimental groups. Findings confirm that the outdoor learning model can motivate students in learning biology. Teachers are expected to apply this model to biology learning at their respective schools to achieve better learning motivation.
