Implementation of the Problem Based Learning Model Using Interactive Learning Videos to Improve Students’ Understanding of Concepts and Learning Interest in The Acid-Base Material of Grade XI

Abstract

Conceptual understanding and learning interest are important factors in learning, but they are still not evenly distributed among students. This study aims to analyze the improvement in conceptual understanding and learning interest of students after implementing the Problem-Based Learning (PBL) learning model using interactive learning videos compared to the scientific method. The method used is descriptive quantitative. The subjects of the study were grade XI students at MAN 1 Kampar and MAN 4 Kampar in the 2024/2025 academic year. The sample was selected using a purposive sampling technique. The research instruments were conceptual understanding questions and a learning interest questionnaire. The results showed that the Problem-Based Learning (PBL) learning model using interactive learning videos compared to the scientific method. Students' conceptual understanding in classes using the Problem-Based Learning (PBL) model using interactive learning videos chieved results of 80.57% (high category) at MAN 1 Kampar and 74.1% (high category) at MAN 4 Kampar, while scientific methods increased by 75.1% (high category) at MAN 1 Kampar and 68.3% (high category) at MAN 4 Kampar. Meanwhile, student learning interest in classes using the Problem-Based Learning (PBL) model using interactive learning videos was 87.5% (very high) at MAN 1 Kampar and 76.5% (high category) at MAN 4 Kampar. Meanwhile, scientific method learning increased by 76.3% (high category) at MAN 1 Kampar and 72% (high category) at MAN 4 Kampar. These findings indicate that the Problem-Based Learning (PBL) approach using interactive learning videos creates a more engaging learning experience, increases student engagement, and helps them understand concepts more deeply. In conclusion, the Problem-Based Learning (PBL) model using interactive learning videos is more effective than the scientific method in improving students’ conceptual understanding and learning interest. Thus, this approach can be an effective alternative for promoting student engagement and deeper conceptual understanding.