The Influence of Outdoor Education and Gender on the Development of Social Values

Outdoor education, gender, and development of social values This article reveals the differences in the development of social values through outdoor educational activities (OE) equipped with structured and unstructured games by looking at gender factors. OE activities were conducted in Parongpong and Gunung Artapela, West Bandung West Java Indonesia, followed by 32 students divided into two groups. With a simple 2 x 2 factorial design, the first group was given an OE activity equipped with a structured game and a second group of unstructured games, amounting to 16 people per group. Before and after following OE each sample filled out a questionnaire about the development of social values (environmental care, self-control, communication, and cohesiveness). Gain scores are used to test the hypotheses of the questionnaire after and before following the OE through ANOVA and Tukey. The results are: firstly, there is no overall difference in the effect of OE equipped with structured games with unstructured development of social values; Secondly, there is an interplay between the game model in OE with gender so as to give different effects on the development of social values; Thirdly, there is a difference of influence between OE and structured game with unstructured development of social values in the male gender group, OE equipped with better structured game than unstructured game; Fourth, there is a difference in the effect of OE with unstructured game structured to the development of social values in women's gender groups, OE activities with unstructured games better than structured. OE activities require the right type of game according to their gender. Equips OE with structured games suitable for men and unstructured for women.

This article reveals the differences in the development of social values through outdoor educational activities (OE) equipped with structured and unstructured games by looking at gender factors.OE activities were conducted in Parongpong and Gunung Artapela, West Bandung West Java Indonesia, followed by 32 students divided into two groups.With a simple 2 x 2 factorial design, the first group was given an OE activity equipped with a structured game and a second group of unstructured games, amounting to 16 people per group.Before and after following OE each sample filled out a questionnaire about the development of social values (environmental care, self-control, communication, and cohesiveness).Gain scores are used to test the hypotheses of the questionnaire after and before following the OE through ANOVA and Tukey.The results are: firstly, there is no overall difference in the effect of OE equipped with structured games with unstructured development of social values; Secondly, there is an interplay between the game model in OE with gender so as to give different effects on the development of social values; Thirdly, there is a difference of influence between OE and structured game with unstructured development of social values in the male gender group, OE equipped with better structured game than unstructured game; Fourth, there is a difference in the effect of OE with unstructured game structured to the development of social values in women's gender groups, OE activities with unstructured games better than structured.OE activities require the right type of game according to their gender.Equips OE with structured games suitable for men and unstructured for women.

INTRODUCTION
Outdoor Education (OE) characterized by physical and outdoor activities has become new additional needs among society, including students despite the fact that it has not been integrated in educational curriculum yet.In some other countries, OE has been integrated into their national sport and health curriculum (J.Dyment, Morse, Shaw, & Smith, 2014;Atencio, Tan, Ho, & Ching, 2014;Thomas, 2015).OE as an outdoor activity program is often deemed similar to outdoor recreation (OR) that may be used as effective therapeutic in overcoming juvenile delinquency.(Sandell & Öhman, 2013;Bowen & Neill, 2015).Because of its outdoor physical activity characteristics, OE has been frequently utilized in building environmental awareness attitude (Sandell & Öhman, 2013;Bowen & Neill, 2015).
Hence, Physical activities in forms of outdoor education and learning has resulted in new insights in integrating environmental study as part of ecological responsibility and social sustainability (Lugg, 2007;Pavlova, 2012;d'Angelo & Brunstein, 2014) OE significantly contributes in developing cognitive, affective, social and psycomotor aspects (Dettmer, 2005).The contribution of OE in cognitive aspect is represented through students' learning mastery because of the integration of theory and practice in the learning process (Knapp, 1989;Quay, Kokkonen, & Kokkonen, 2016;Manni, Ottander, & Sporre, 2016), in addition, OE has encouraged students activity, creativity, imagination and cooperative skills in improving their learning achievement, the integration between fact, fiction and enjoyable learning environment has created constructive teaching learning atmosphere (Kangas, 2010).
The psycomotor benefit from OE is that it comes along with the stellar social values since OE is almost always hand in hand with physical activities such as hiking, rafting, and camping wherein physical activities are inevitable (Bunting, 1989;Davidson, 2001;Beames & Atencio, 2008;Schwab & Dustin, 2014;Williams & Wainwright, 2016).In line with its characteristics, OE enables students to enjoy outdoor atmosphere apart from classroom or building so that the teaching learning process is different from the traditional method especially doing physical activities while getting closer to the nature and ecology (Cherif, 1992).Moreover, OE in forms of outdoor activities and desert program can stimulate mental health in teenagers and young adults (Mutz & Muller, 2016).
Referring to the aforementioned benefits of OE, the researchers are interested in designing some activities in OE program.Designing learning games is an effort in fulfilling students' needs, designated outdoor is so important that it encourages better learning achievement for the students (Acar, 2014).The designated OE is integrated hiking and camping accompanied by various kinds of games.Hiking is a physical activity as in taking a long walk in the wood or wilderness in which it involves the interaction with nature and it has been considered as a killing time activity for the society (Kastenholz & Rodrigues, 2007;McNamara & Prideaux, 2011).On the other hand, camping is mostly referred as psychosocial activity contributing to experiencing different natural environment, social interaction, certain comfort, self identity and learning has brought in to discursive interest in contemporary society (Garst, Williams, & Roggenbuck, 2009).In this hiking and camping activities, certain games are designed to meet the enjoyable OE characteristics.
These games are designed to add more fun so that the games are important in OE (Luckner, 1994;Ward & Griggs, 2011;Morissette, 2014).
This games atmosphere is used as the triggering indicators for OE participants to develop such potentials as: team work in problem solving, transforming challenge into opportunity, giving meaning to events, supporting teammates, participating in team and so forth (Humberstone & Stan, 2012).
There are two designated games in this research; structured and unstructured models focusing on learning (Hubball & West, 2009), in brief, adventure sport or physical based OE is equipped with enjoyable games as in sports in general this may lead to personal development motive (Gröpel, Wegner, & Schüler, 2016) 2000).Self control instruments were adopted from Tangney, et.al (2004), communication instrument construction was based on Hartley P., (1999,(21)(22)(23)(24)(25)(26)(27), and cohesiveness intrsument was derived from Forsyth (2010, 127).Simple 2x2 factorial design was described as follows : 3. Bigger Qo = 7,25 than Qt = 3,26 in alpha 0.05 reveals that there is significant influence difference between structured and unstructured games OE on male cohesiveness development, structure games is better than the unstructured.This leads to the implication that structured games is recommended in developing male cohesiveness development.
4. Lower Qo = 0,73 than Qt = 3,26 has shown that there is no significant effect difference between structured games and unstructured games in developing female cohesiveness.
It implies that both structured and unstructured games can be used in developing female group cohesiveness.

Social Value Development
Social value development is the combination of all variables; environment care attitude, self control, communication and cohesiveness.
The data analysis based on table 1 is presented as follow: 1. Fo = 1,76 is lower than Ft = 4,11.it means that there is no significant effect difference between structured and unstructured games on social value development.Either structured and unstructured games can be used to improve social value development.
2. Fo = 49,46 is higher than Ft = 4,11 it means that there is some interactions between games models and gender in improving social value development.
3. Qo = 8,37 is higher than Qt = 3,15.it indicates that there is significant difference between structured and unstructured games on male social value development.This means that structured games is preferable in improving male social value development.
4. Qo = 5,71 is higher than Qt = 3,15, this confirms that there is significant effect difference between structured games and un- structured games, it confirms the fact that male physical ability is superior to female.That logic is relevant to the statement claiming that female shows lower functional performance than male (Bravell et al., 2017).

CONCLUSION
To . In cultural comparison, this has brought into the light the possibility in integrating environmental education into physical and sports education as a potential curriculum change in Brazil (Rodrigues & Payne, 2015) This fact has encouraged the physical and sports education in Indonesia to adopt OE as an integral part.It is important as nature-integrated outdoor design has a significant role in developing students skills as in their academic achievement and social behaviour (Mirrahmi, Tawil, Abdullah, Surat, & Usman, 2011).
. the experience of outdoor activities influences childhood.realizing the importance of playing outdoor on children' healthy development is expected to change the educational practice that focuses more on indoor activities into outdoor activities to build the interconnection with nature elements, risk, socialization and highlighting family professional role in creating quality outdoor activities (Bento & Dias, 2017).Structured games model refers to level the games starting from the simples activities to more complicated ones the unstructured games, on the other hand, is not design in order and random.Between two models, which one gives more meaning.In addition, is there any interaction between gender based OE model that gives http://ejournal.upi.edu/index.php/penjas/indexAmung Ma'mun dkk./ Jurnal Pendidikan Jasmani dan Olahraga 3 (1) (2018) DOI : 10.17509/jpjo.v3i1.10461different influence on social value development furthermore, this article analyzed the following gender based questions, do the two models affect social value development represented through natural awareness, self control, communication and cohesiveness when applied to male and female, if so, which one is superior?METHOD This research was carried out in Ciwangun Indah Camp Parongpong and Mount Artapela, Bandung, West Java, Indonesia, this location was deemed appropriate for Outdoor Education due to the fact that this location has camping ground facility, clean river, and hiking location, and beautiful waterfall.The research method used in this study was true experiment wherein it consist of two groups; experimental group with outdoor education through hiking and camping by distinguishing the games order, one with structured games and the other with unstructured games.The participants of the study are: (1) Pelita Nusantara students and (2) Universitas Pendidikan Indonesia Lab School students.This research model was chosen as the follow up step from quasi experimental research that identified contributing factors on personal development in OE participant, the analyzed elements are gender and module used based on OE activity order the analysis focused more on confirming participant personality development during certain period of time (Harun & Salamuddin, 2010).Questionnaires are used to identify social value development as a result of OE program participation.The instrument used to measure social values was new ecological paradigm (NEP) (Dunlap, Van Liere, Mertig, & Jones,