<![CDATA[Biology learning on climate change requires media that can present concepts visually, interactively, and meaningfully. Initial observations at SMAN 8 Padang showed that learning was still dominated by lecture and question and answer methods with the use of LKPD and PowerPoint. In addition, as many as 60.56% of students experienced difficulties in understanding climate change material. This study aims to analyze students' needs for the development of Game Based Learning-based flashcards on climate change material. The study used a descriptive method with a quantitative and qualitative approach through interviews with one Biology teacher and questionnaires to 35 Phase E students of SMAN 8 Padang. The results of the analysis showed that 32.88% of students understood the material through teacher explanations, 25.72% through images and videos, 21.42% through books and PPT, 12.85% through observation activities, and 7.13% through direct practice. Flashcards have the advantage of presenting images, information, and questions concisely and encouraging students to remember, identify, explain, discuss, and test understanding through game activities. The use of flashcards is designed through three stages: Memorize to observe and understand information, recall to recall concepts through questions, and examine to check and analyze answers. The analysis shows that Game-Based Learning flashcards are relevant for development as a learning medium that can support active, interactive, and meaningful understanding of climate change concepts.]]>
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