<![CDATA[Misconceptions are understandings that do not align with scientific concepts and can hinder the learning process, particularly among prospective elementary school teachers who will be teaching science concepts to students. This study aims to identify and analyze misconceptions among PGSD students regarding the diversity of biomes and ecosystems. The study employed a quantitative descriptive method using a survey technique involving the distribution of a questionnaire assisted by the Certainty of Response Index (CRI) to 38 second-semester PGSD students at the University of Nias. Data were analyzed descriptively based on the percentage of student responses to each statement. The results indicate that significant misconceptions persist regarding several concepts, including the relationship between ecosystem diversity and genetic and species diversity (84.2%), the concept of biomes and their components (78.9%), the impact of deforestation on ecosystems (73.7%), the characteristics of the tundra biome (55.3%), and the effects of poaching and water pollution on ecosystem balance (52.6%). Further analysis indicates that the misconceptions identified can be categorized into substitution misconceptions, failure to transfer knowledge across concepts, and erroneous ecological beliefs based on everyday experience. These findings suggest that PGSD students still face difficulties in understanding and connecting ecological concepts.]]>
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