<![CDATA[ABSTRAK Pembelajaran fisika di abad ke-21 menuntut strategi yang mampu meningkatkan pemahaman konsep melalui keterlibatan aktif siswa. Observasi awal di SMA Negeri 11 Kota Bengkulu menunjukkan bahwa pembelajaran fisika masih berpusat pada guru sehingga berdampak pada rendahnya hasil belajar siswa. Penelitian ini bertujuan untuk menganalisis peningkatan hasil belajar fisika siswa kelas X melalui penerapan pembelajaran inovatif dalam Program Asistensi Mengajar (AM). Penelitian menggunakan metode kuantitatif dengan desain One Group Pretest–Posttest pada tiga kelas, yaitu X.A, X.B, dan X.C. Instrumen penelitian berupa tes pilihan ganda yang diberikan sebelum (pretest) dan setelah perlakuan (posttest). Program pembelajaran inovatif mencakup penggunaan Problem-Based Learning (PBL), pendekatan deep learning, media visual, simulasi digital, dan asesmen interaktif berbasis Kahoot. Hasil penelitian menunjukkan adanya peningkatan rata-rata nilai di ketiga kelas, dari rentang pretest 43,5–48 menjadi 68,9–70,2 pada posttest. Ketuntasan belajar meningkat dari 2,9%–15% menjadi 35%–56%. Analisis menggunakan Normalized Gain (N-gain) menunjukkan kategori peningkatan sedang dengan nilai 0,42–0,44. Temuan ini menunjukkan bahwa penerapan inovasi pembelajaran melalui Program AM berkontribusi dalam meningkatkan hasil belajar fisika siswa, meskipun peningkatan belum mencapai ketuntasan klasikal. Kata kunci— hasil belajar, inovasi pembelajaran, problem-based learning, asesmen interaktif ABSTRACT Physics education in the 21st century requires strategies that can improve conceptual understanding through active student engagement. Initial observations at SMA Negeri 11 Kota Bengkulu show that physics education is still teacher-centered, resulting in low student learning outcomes. This study aims to analyze the improvement in physics learning outcomes of 10th grade students through the application of innovative learning in the Teaching Assistance Program (AM). The study used a quantitative method with a One Group Pretest-Posttest design in three classes, namely X.A, X.B, and X.C. The research instrument was a multiple-choice test administered before (pretest) and after the treatment (posttest). The innovative learning program included the use of Problem-Based Learning (PBL), a deep learning approach, visual media, digital simulations, and Kahoot-based interactive assessments. The results showed an increase in the average scores in all three classes, from a pretest range of 43.5–48 to a posttest range of 68.9–70.2. Learning completeness increased from 2.9%–15% to 35%–56%. Analysis using Normalized Gain (N-gain) showed a moderate improvement category with a value of 0.42–0.44. These findings indicate that the application of learning innovation through the AM Program contributes to improving students' physics learning outcomes, although the improvement has not yet reached classical completeness. Keywords— learning outcomes, learning innovation, problem-based learning, interactive assessment]]>
