<![CDATA[This study aims to analyze the implementation of Ecosystemic Education in the Eco-Friendly School (Adiwiyata Program) at UPT SD Negeri 2 Margodadi using Bronfenbrenner’s ecological systems theory, which includes the microsystem, mesosystem, exosystem, and macrosystem levels. A qualitative case study design was employed, with data collected through observations, in-depth interviews, and documentation. Data were analyzed thematically following Saldana’s (2021) coding procedures. The findings reveal that the microsystem level is characterized by strong ecological habituation developed through direct teacher–student interactions, modeling, and daily environmental practices. Within the mesosystem, collaboration among the school, parents, and community reinforces consistent ecological values across settings. At the exosystem level, school policies, facilities, and external partnerships provide essential structural support. Meanwhile, the macrosystem demonstrates that cultural values, national environmental education policies, and religious norms strengthen the ecological orientation of the school. The study concludes that implementing Ecosystemic Education not only shapes students’ ecological behavior but also constructs a sustainable school culture. The implications call for strengthening collaborative networks, expanding external support systems, and integrating sustainability principles into school policies and curricula to ensure comprehensive ecological transformation.]]>
