PROFILE OF CLIMATE CHANGE LITERACY AND SUSTAINABILITY AWARENESS ON GLOBAL WARMING MATERIAL
DOI:
https://doi.org/10.26877/bioma.v15i1.3324Keywords:
Action competence; behavioral gap; climate change literacy; global warming; sustainability awarenessAbstract
This study critically maps the climate change literacy (CCL) and sustainability awareness (SA) profiles of eighth-grade students at SMPN Satap 5 Hanau regarding global warming material. Employing a quantitative descriptive approach as an initial R&D needs assessment, the study uses cognitive tests, attitude questionnaires, and behavioral observations. Results reveal a pronounced behavioral gap: students excel in basic knowledge (average 86.5%) and show strong environmental concern (83.2%), but are severely deficient in higher-order thinking skills for mitigation and adaptation (0%). Actual sustainability actions, such as energy conservation, remain low (30.8%–48.1%). Clearly, learning remains confined to knowledge transfer. This evidence underscores the urgent need for action- and project-based learning models to close the gap between students' knowledge and their capacity for meaningful action
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