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Abstract

Environmental education in early childhood plays a crucial role in fostering sustainable attitudes and behaviors. However, environmental learning in many Early Childhood Education (ECE) settings remains incidental and lacks systematic instructional models. This study aimed to develop and evaluate the feasibility, practicality, and effectiveness of an ecoliteracy-based mini farm learning model to enhance environmental care behavior among children aged 5–6 years at TK Pertiwi Gondangan. The study employed a Research and Development (R&D) approach using the ADDIE model, including the stages of analysis, design, development, implementation, and evaluation. Data were collected through observations, interviews, questionnaires, and documentation and analyzed using descriptive quantitative and qualitative techniques, including N-gain and paired-sample t-test analyses. The findings showed that the developed model was highly feasible, highly practical, and effective in significantly improving children's environmental care behavior, as indicated by expert validation, positive teacher responses, and a high N-gain score. Although none of the participating children had been formally identified as having special educational needs, the model incorporated flexible learning activities, collaborative participation, and teacher scaffolding to accommodate diverse learning characteristics. The study contributes by conceptualizing the mini farm as an inclusive learning ecosystem that integrates ecoliteracy, experiential learning, and Education for Sustainable Development (ESD), offering an innovative and adaptable approach to environmental learning in early childhood education.

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