Penerapan TBL dengan Pendekatan Konstruktivis dan Discovery Learning untuk Meningkatkan Eco-literacy Siswa Homeschooling

The ecological crisis increasingly threatens the sustainability of life and calls for urgent educational responses, especially for younger generations. Ecological literacy, therefore, must be instilled early through contextual and transformative approaches. This study analyzes the implementation of a Technology-Based Learning (TBL) model delivered through blended learning, supported by constructivist and discovery learning strategies, to improve the eco-literacy of homeschooling students aged 10–13 years. A descriptive qualitative approach was employed with a single case study design at Rumah Ulin, a family-based homeschooling environment that integrates ecological values and digital technology in learning. Data were collected retrospectively through participatory observation, semi-structured interviews, student reflection, and documentation of past learning activities. The results demonstrate significant development across four eco-literacy dimensions: ecological awareness, environmental knowledge, ecological attitudes, and pro-environmental actions. This study confirms that a technology-integrated and learner-centered model can foster meaningful ecological understanding in non-formal education contexts. It offers practical insights for educators and curriculum developers seeking to design sustainability-oriented learning frameworks.