CRI PROFILE: CLIMATE CHANGE LITERACY AND SUSTAINABILITY AWARENESS
DOI:
https://doi.org/10.26877/bioma.v15i2.4232Keywords:
cri;climate change;global warming;Abstract
This study aimed to analyze the profile of Climate Change Literacy (CCL) and Sustainability Awareness (SA) among junior high school students on the topic of global warming using the Certainty of Response Index (CRI) instrument and to map understanding patterns based on students' academic categories. A descriptive quantitative design was employed involving 14 Class IX students at SMPN Satu Atap 5 Hanau, Seruyan Regency, Central Kalimantan. Data were collected using a 20-item multiple-choice test integrated with a 0–5 CRI scale, then categorized into four understanding types: Conceptual Understanding, Lucky Guess, Misconception, and Does Not Know the Concept. Results showed that 35.7% of students demonstrated good conceptual understanding, 42.9% were classified as Sufficient Understanding, 14.3% showed dominant misconceptions, and 7.1% did not understand the concepts; overall, 23.9% of all responses were identified as misconceptions. The most common misconceptions were on greenhouse gas sources from the agricultural sector (item 6: 6 students) and mitigation-adaptation terminology (item 17: 5 students). Academic category analysis showed that high-achieving students were predominantly in the understanding category, while low-achieving students showed patterns of misconception and incomplete understanding.
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