<![CDATA[This study aims to analyze Grade X students' difficulties in understanding biodiversity in biology learning at SMAK Sint. Carolus. A qualitative study with a descriptive design was employed and supported by learning difficulty questionnaires and a simple diagnostic concept test. Data were collected through questionnaires, diagnostic tests, student interviews, biology teacher interviews, learning documentation, and field notes. The findings indicate that students' difficulties were mainly related to distinguishing levels of biodiversity, particularly species and ecosystem diversity, connecting concepts with real-life examples, and explaining concepts coherently. Students showed relatively good understanding of biodiversity benefits, threats, conservation, and simple applications, but conceptual inconsistency remained in classifying biodiversity levels. The most prominent learning support needs were visual media, videos, worksheets, discussions, concept maps, local examples, and explanation-based remedial activities. This study implies that biodiversity learning should be strengthened through contextual learning, diagnostic assessment, visual representation, and structured conceptual reinforcement.]]>
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