<![CDATA[The rapid development of digital technology has created a need for learning processes that are more interactive, contextual, and capable of encouraging students’ active engagement. However, classroom practice still shows problems related to students’ low conceptual understanding and limited learning independence, particularly when instruction remains teacher-centered and relies mainly on one-way delivery of material. Students may be able to memorize learning content, but they often struggle to explain concepts, connect them with real-life situations, and apply them in problem-solving activities. In addition, many students still depend heavily on teachers and have not developed the ability to manage their own learning independently. The research gap addressed in this study lies in the limited number of studies that specifically integrate interactive video with the syntax of Problem-Based Learning while simultaneously examining two important aspects: students’ conceptual understanding and learning independence. The novelty of this study is the use of interactive video based on Problem-Based Learning, which functions not only as a medium for delivering material but also as an active learning tool containing contextual problems, guiding questions, quizzes, thinking activities, and self-reflection. This study employed a quantitative approach with a quasi-experimental method and a pretest-posttest control group design. The research sample consisted of two groups: an experimental group that received instruction using interactive video based on Problem-Based Learning and a control group that received conventional instruction. The research instruments consisted of a conceptual understanding test and a learning independence questionnaire. The data were analyzed using descriptive statistics, normality tests, homogeneity tests, paired sample t-tests, independent sample t-tests, and N-Gain analysis. The results showed that the experimental group achieved higher improvement than the control group. The mean posttest score for conceptual understanding in the experimental group was 85.20, while the control group obtained 71.50. In terms of learning independence, the mean posttest score of the experimental group was 85.30, while the control group obtained 72.70. The independent sample t-test showed a significance value of 0.000 < 0.05, indicating that the use of interactive video based on Problem-Based Learning had a significant effect on students’ conceptual understanding and learning independence. Therefore, this medium can be used as an effective alternative digital learning tool to improve students’ engagement, conceptual understanding, and independent learning]]>
