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Video is one of the supporting media in learning.

This study aims to determine the effect of the

implementation of work and energy video towards high school students. The purpose is to
increase interest, independence of learning, and understanding the concept of physics. The
method used is research and development with sample of students of class X MIPA SMAN 1
Jepara. The data analyzed were learning video questionnaires, feasibility questionnaires by
experts, test questions, interest questionnaires, self-study questionnaires, and students’ response
questionnaires. Characteristics of learning videos include various products and features in the
learning process. Learning videos can generally attract interest of high school students with N-
gain result was approximately 0.41 that included in the “moderate” category. The understanding
the concept of physics increases in category “high” after applying learning video with N-gain test
value was 0.84. The average result for pre-test was 48.01 and post test was 91.7. There is a
difference of implementing instructional video towards understanding of students’ physics
concepts with the Sig. (2-tailed) is 0.000<0.05. Work and energy learning videos on high school
students is very proper used with the result of feasibility validation by media experts and
material experts showed 89%. Student response is very good on applying video learning with
percentage 85%. This shows that work and energy learning videos in high school students are
very proper and excellent as a medium of learning in the classroom.