Available online at https://journal.uny.ac.id/index.php/ijhress International Journal Humanitarian Responsibilities, Education & Sport Sciences (IJHRESS) Vol 1 (1), 2020, 7-11 Copyright © 2020, International Journal Humanitarian Responsibilities, Education & Sport Sciences (IJHRESS) STUDENTS AND TEACHERS PERSPECTIVE ON SELF-RISK MANAGEMENT IN OUTDOOR CLASSROOM Alvin Raj Santhanadass 1 * , Gunathevan Elumalai 1 , Yudik Prasetyo 2 , Jaffry Bin Zakaria 1 1 Faculty of Sports Science and Coaching, Universiti Pendidikan Sultan Idris. Malaysia. 2 Faculty of Sports Science, Universitas Negeri Yogyakarta, Indonesia. * e-mail: alvin_rajj@yahoo.com Abstract: This study is carried out to identify students’ and teachers’ perception towards self-risk management in outdoor learning classroom. This survey was conducted among 330 subjects (165 students and 165 teachers) who were randomly selected from schools in Penampang district, Sabah. The students’ self-risk management questionnaire was created by the researchers and used as instrument with validity r = .80 Meanwhile, the reliability r = .78. was obtained after the pilot study. Findings from the study showed, there were negative perception on students’ confidence level towards teachers when there were injuries and first aid was provided. Students also gave negative response; they claimed that teachers fail to identify type of injuries that occurred among students when doing activities outside the classroom. Students were also uncertain of teachers’ abilities and expertise in performing first aid treatment to students when injuries occur. The students also not confident with the equipment used in carrying out activities outside the classroom. However, there are positive responses from teachers and students in identifying risky places and avoiding learning activities outside the classroom. Students also exhibit positive response for explanation of safety measures needed by teachers before carrying out activities outside the classroom. This study shows that students’ self-risk management can encourage their involvement in outdoor learning activities efficiently. The teachers can also improve themselves especially in first aid knowledge and preparation of teaching aids and equipment for outdoor learning purpose. Keywords: Validity, Reliability, Self-Risk Management and Standard Operating Procedure INTRODUCTION According to Social Security Organization - SOCSO (2018), student’s safety is a concern due to the increasing number of accidents occurring in schools each year, especially in outdoor learning activities. There are 118 cases reported throughout 2018, cases which includes deaths by drowning. Furthermore, injuries such as fracture, dislocation, sprain, and swelling on parts of the body constitutes 41,872 accidents cases. This does not include the 372 cases related to weather impacts which are reported. These figures show the effects of not having a Standard Operating Procedure (SOP) that is really focused on students to manage and teach in order to prevent danger and the way to help one’s self when there is any injury, in order to save lives. The Department of Occupational Safety and Health (DOSH) introduced Safe Schools in 2002 and the OSH program ‘In School’, however this program was ceased due to the lack of funds. It shows that problems of students’ risk management in managing injuries does not have a solution. However, the accident theory by Petersen (1982), shows that if the students themselves are taught how to handle injuries and ways to identify risks at the place of activities, then accidents or risks of injury can be avoided. This is supported by Boyes, Potter, Andkjaer, & Lindner, (2018); Carty (2015); Gstaettner, Lee & Rodger (2018); Martínková, & Parry, (2017). Based on these views, it can be inferenced that students’ risk management is important in learning activities outside the classroom to handle risks of injuries and accidents during the activities. Therefore, a study needs to be carried out to survey the perception and understanding of students and teachers who conduct learning activities outside the classroom in the context of self- risk management during outdoor learning activities. The aim of this study is to identify the perception and understanding of students and teachers’ perception in self-risk management during learning activities outside the classroom. The second aim is to observe if students are able to