<![CDATA[Scientific literacy and environmental concern are essential for enabling students to understand scientific issues and engage in environmentally responsible practices. This study aimed to examine the profiles of scientific literacy and environmental concern among junior high school students, focusing on scientific competencies and affective-behavioral dimensions. A quantitative descriptive design was employed involving 32 purposively selected students from SMP Negeri 2 Subah, Indonesia. Data were collected using a scientific literacy test, scientific literacy observation sheet, environmental concern questionnaire, and environmental concern observation sheet. Descriptive statistics and exploratory correlation analyses were applied. The findings revealed a mean scientific literacy test score of 51.25, with 90.6% of students scoring below the minimum achievement criterion of 70. Observed scientific literacy was also low (M = 1.83), with interpreting scientific data and evidence representing the weakest dimension. Environmental concern was similarly low based on questionnaire responses (M = 2.12) and classroom observations (M = 1.89), particularly in behaviors involving environmental action, organization, and consistency. Scientific literacy test scores were not significantly associated with observed environmental concern (Spearman's ρ = .32, p = .074), whereas observed scientific literacy showed a strong positive association with observed environmental concern (ρ = .72, p < .001). These findings highlight differentiated cognitive and behavioral profiles and the importance of measurement approaches when examining both constructs. The results provide a context-specific foundation for developing science learning experiences that integrate evidence-based reasoning with environmental responsibility.]]>
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