Abstract
This study aimed to determine the effectiveness of Outdoor Activity-Based Physical Education in enhancing physical literacy, physical fitness, and environmental awareness among elementary school students. A quantitative quasi-experimental method with a pretest–posttest control group design was employed. The participants were 60 fifth-grade students from an anonymized public elementary school in Purwakarta Regency, West Java, Indonesia, consisting of 30 students in the experimental group and 30 in the control group. The experimental group participated in an outdoor activity-based physical education program for eight weeks, comprising 16 sessions, while the control group received regular physical education instruction. Physical literacy was assessed using the Canadian Assessment of Physical Literacy, Second Edition (CAPL-2), physical fitness using the Indonesian Physical Fitness Test (TKJI), and environmental awareness using a 20-item questionnaire. Data were analyzed using descriptive statistics and ANCOVA with pretest scores as covariates. The results showed significant intervention effects on physical literacy, F(1,57) = 277.23, p < .001, partial η² = .829; physical fitness, F(1,57) = 217.94, p < .001, partial η² = .793; and environmental awareness, F(1,57) = 153.29, p < .001, partial η² = .729. These findings indicate that Outdoor Activity-Based Physical Education is an effective integrated approach for improving physical, fitness, and environmental outcomes among elementary school students.