<![CDATA[Science instruction in junior high schools often faces challenges in explaining abstract topics such as the Earth's Revolution, while failing to meet the demands of 21st-century skills due to conventional media. This problem was addressed through research focused on developing innovative Problem-Based Learning (PBL)-based instructional videos for the Earth's Revolution, specifically designed to support the 4C skills. This research applied the ADDIE Research and Development (R&D) model, but its key stages were limited to the development stage. This process included analyzing student needs and the curriculum, designing video scenarios that adopted the PBL flow, and producing media that was then validated by material and media experts. The main findings showed that the resulting instructional video was declared "very feasible" with an average validation score of 85%. This finding indicates that the video excels in visualizing abstract concepts and encouraging active learning. It was concluded that this video product is a valid and potentially innovative learning resource to support 21st-century skills, although its empirical effectiveness cannot be confirmed because the research did not reach the implementation stage in a real classroom. ABSTRAKPembelajaran IPA di SMP sering menghadapi kendala dalam menjelaskan materi abstrak seperti Revolusi Bumi, sekaligus gagal memenuhi tuntutan keterampilan abad ke-21 akibat media yang konvensional. Latar belakang masalah ini diatasi melalui penelitian yang berfokus pada pengembangan video pembelajaran inovatif berbasis Problem Based Learning (PBL) untuk materi Revolusi Bumi, yang dirancang khusus untuk mendukung keterampilan 4C. Penelitian ini menerapkan metode Research and Development (R&D) model ADDIE, namun tahapan pentingnya dibatasi hanya sampai tahap pengembangan. Proses ini meliputi analisis kebutuhan siswa dan kurikulum, perancangan skenario video yang mengadopsi alur PBL, serta produksi media yang kemudian divalidasi oleh ahli materi dan ahli media. Temuan utama menunjukkan bahwa video pembelajaran yang dihasilkan dinyatakan "sangat layak" dengan skor validasi rata-rata 85%. Temuan ini mengindikasikan video unggul dalam memvisualisasikan konsep abstrak dan mendorong pembelajaran aktif. Disimpulkan bahwa produk video ini merupakan sumber belajar yang valid dan berpotensi inovatif untuk mendukung keterampilan abad ke-21, meskipun temuan efektivitas empirisnya belum dapat dipastikan karena penelitian tidak sampai pada tahap implementasi di kelas nyata.]]>
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