<![CDATA[Environmental pollution is one of the major issues in environmental education, as various pollutants can disrupt the balance of ecosystems. This condition necessitates educational approaches that can foster students' environmental awareness and critical thinking skills. The low level of students' competencies in addressing pollution-related issues indicates the need for innovative, relevant, and contextual learning media. This study aims to analyze the need for learning media in environmental pollution topics at SMA Negeri 1 Polokarto. Data were collected using a 39-item Likert-scale questionnaire and open-ended questions involving 62 eleventh-grade students and three biology teachers. The data were analyzed using descriptive quantitative methods. The results indicate that, in the material aspect, 17.70% of students perceived the content as difficult, 53% had never engaged in practicum or observational activities, 24.20% reported that the material had limited influence on their daily habits, and 38.70% perceived the learning content as insufficiently contextual. Regarding learning needs, 80.60% of students required practicum or observational activities, 61.30% expressed a preference for interactive learning media, and 66.10% needed attractive images or illustrations. From the teachers' perspective, 66.70% indicated that current instruction lacks innovative learning media and strongly requires project-based learning; similarly, 66.70% emphasized the urgency of innovative media and practicum-based activities. These findings underscore the importance of developing context-based digital learning media to foster students' interest in learning, active engagement, environmental awareness, and critical thinking skills.]]>
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