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bibo:abstract "This study was motivated by the importance of outbound activities as a form of outdoor learning that provides direct learning experiences for early childhood. Outbound activities are one of the experiential learning strategies that enable children to learn through interaction with the environment, peers, and various activities appropriate to their developmental stage. Based on observations conducted at TK Islam Terpadu (IT) Bintang Qur'an Guwo, several children in Group B (Utsman Bin Affan) were found to experience anxiety, low self-confidence, and limited independence in participating in learning activities. Therefore, this study aimed to describe the implementation of outbound activities for Group B (Utsman Bin Affan) at TK Islam Terpadu (IT) Bintang Qur'an Guwo Wonosegoro Boyolali. This study employed a qualitative approach using a descriptive research design. Data were collected through observation, interviews, and documentation. The research participants consisted of the principal, teachers, outbound facilitators, and children in Group B (Utsman Bin Affan). Data were analysed through the stages of data condensation, data display, and conclusion drawing. The findings showed that the implementation of outbound activities consisted of three stages: planning, implementation, and evaluation. The planning stage included designing the programme, determining the location, collaborating with facilitators, and preparing technical and administrative requirements. The implementation stage involved various educational games conducted in an outdoor setting under the guidance of teachers and facilitators. The evaluation stage was carried out by the principal and teachers through observations of the implementation process and its outcomes as a basis for improving future programmes. The study also found that the reinforcement of Islamic values was carried out by teachers after the outbound activities as a follow-up to the children's learning experiences. Supporting factors included careful planning, collaboration among the principal, teachers, and facilitators, parental support, and a supportive environment. Meanwhile, the inhibiting factors included differences in children's emotional readiness, physical condition, weather conditions, limited implementation time, and administrative constraints."^^xsd:string;
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