<![CDATA[Green skills have become an essential competency for achieving sustainable development; however, empirical evidence regarding green skills among junior secondary school students, particularly in Eastern Indonesia, remains limited. Understanding students' green skills profiles is important to provide baseline evidence for designing sustainability-oriented science education. This study aims to profile the green skills of students at MTs Al-Ma’arif 1 in Sorong Regency based on gender and residential area. A quantitative descriptive design was employed involving 66 eighth-grade students selected through purposive sampling, including 28 male and 38 female students from urban, rural, and coastal areas. Data were collected using a green skills questionnaire covering five indicators: awareness of sustainable living, environmental resource management, eco-friendly behavior, ecological responsibility, and environmental problem-solving skills. Data were analyzed using descriptive statistics and non-parametric tests (Mann–Whitney U and Kruskal–Wallis). The results showed that students' green skills were generally in the high category. Female students achieved a higher average score (75.1%) than male students (65.19%). Students from rural areas obtained the highest average score (76.8%), followed by urban (68.1%) and coastal areas (64.58%). However, these differences were not statistically significant (p > 0.05). Environmental problem-solving skills and ecological responsibility showed the highest achievement, whereas environmental resource management required further improvement. This study provides baseline empirical evidence on students' green skills in an Islamic junior secondary school in Southwest Papua and highlights the importance of strengthening sustainability-oriented science education regardless of students' gender or residential background.]]>
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