<![CDATA[Literasi lingkungan perlu diperkuat sejak sekolah dasar melalui pembelajaran yang mampu menghubungkan pengetahuan dengan pengalaman dan tindakan nyata. Namun, di SDN Mojorejo 2 Kota Batu, pendidikan lingkungan belum terintegrasi secara sistematis dalam pembelajaran dan masih terdapat keterbatasan media pembelajaran berbasis ecopedagogy. Kegiatan pengabdian kepada masyarakat ini bertujuan mengembangkan dan memperkenalkan platform Smart Ecopedagogy berdasarkan kebutuhan mitra. Kegiatan menggunakan pendekatan partisipatif melalui Focus Group Discussion (FGD), identifikasi kebutuhan, simulasi prototype, serta evaluasi dan penyempurnaan berdasarkan masukan mitra. Hasil kegiatan menunjukkan bahwa kebutuhan utama sekolah meliputi penyediaan materi lingkungan yang lebih terstruktur dan relevan, media evaluasi pembelajaran, serta pencatatan aktivitas siswa. Prototype Smart Ecopedagogy dikembangkan dengan tiga peran pengguna, yaitu admin, guru, dan siswa, yang masing-masing memiliki fungsi sesuai kebutuhan pembelajaran. Hasil FGD kedua menghasilkan masukan berupa penambahan fitur gamifikasi dan reward, pembaruan konten Pendidikan Lingkungan Hidup (PLH), integrasi nilai Budaya Sekolah Aman dan Nyaman (BSAN), serta fitur unggah foto dengan timestamp sebagai alternatif pemantauan aktivitas siswa. Beberapa komponen, seperti sensor lingkungan dan integrasi AI dengan sensor kamera dan gerak, masih berada dalam tahap pengembangan. Dengan demikian, pendekatan partisipatif melalui FGD menghasilkan prototype Smart Ecopedagogy yang disesuaikan dengan kebutuhan mitra dan menjadi dasar untuk pengembangan serta uji coba lebih lanjut dalam mendukung literasi lingkungan di sekolah dasar. Strengthening Environmental Literacy Through Focus Group Discussions (FGD) in the Development of Smart Ecopedagogy at SDN Mojorejo 2 in Batu City  Environmental literacy needs to be strengthened from elementary school through learning approaches that connect knowledge with students’ experiences and real-life actions. However, at SDN Mojorejo 2 Kota Batu, environmental education has not yet been systematically integrated into the learning process, and teachers have limited access to structured ecopedagogy-based learning media. This community service activity aimed to develop and introduce the Smart Ecopedagogy platform based on the needs of the school community. A participatory approach was implemented through Focus Group Discussions (FGDs), needs identification, prototype simulation, and evaluation based on partner feedback. The results showed that the school needed more structured and relevant environmental learning materials, learning evaluation media, and a mechanism for recording students’ activities. The Smart Ecopedagogy prototype was developed with three user roles: administrator, teacher, and student, each with functions tailored to the learning process. The second FGD generated several recommendations, including the addition of gamification and reward features, updating Environmental Education (PLH) content, integrating Safe and Comfortable School Culture (BSAN) values, and adding photo uploads with timestamps as an initial alternative for monitoring student activities. Several technological components, including environmental sensors and the integration of artificial intelligence with camera and motion sensors, remain under development. Thus, the participatory FGD approach resulted in a Smart Ecopedagogy prototype that was adapted to the needs of the partner school and provided a basis for further development and testing to support environmental literacy in elementary education]]>
