<![CDATA[Early childhood children residing in urban and semi-urban areas are increasingly isolated from natural environments, a sociological condition that triggers the phenomenon of Nature Deficit Disorder (NDD). This ecological alienation results in cognitive decline, stagnation of gross motor skills, deficits in social-emotional intelligence, and the emergence of phobic tendencies towards nature. This research aims to analyze and evaluate the effectiveness of integrating eco-pedagogy and the Sustainable Development Goals (SDGs) framework through a Project-Based Learning (PjBL) model implemented within the Kurikulum Merdeka (Emancipated Curriculum). This study utilizes a Classroom Action Research (CAR) design involving 15 early childhood students at TK Labschool IKIP PGRI Jember as research subjects. The research was conducted in two cycles focusing on empirical ecological projects, encompassing activities such as waste exploration, organic compost making, and direct interaction with the soil ecosystem. Performance evaluation was based on four primary indicator matrices: Cognitive-Ecological, Affective-Biophilia, Psychomotor-Outdoor, and Social-Emotional. The results demonstrate that the percentage of children achieving the criteria of Berkembang Sesuai Harapan (BSH - Developing as Expected) or higher surged from 0% in the Pre-Action phase to 100% by the end of Cycle II across all tested indicators. The discussion affirms that although the adaptation of motor skills and social relations progresses harmoniously in open spaces, deconstructing biophobia requires constant, repetitive sensory exposure, as well as intensive scaffolding from educators and peers. These empirical findings substantiate that the integration of eco-pedagogy does not merely increase interaction with nature; rather, it systematically provides a foundation of ecological literacy, independence, and citizenship character essential for achieving sustainable development from an early age.]]>
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