<![CDATA[This study examines the effectiveness of Problem Based Learning (PBL) compared to conventional instruction in improving students’ conceptual understanding of measurement in physics. Conducted in two grade X classes at SMA Negeri 10 Kota Jambi, the research applied a quasi-experimental method with a non-equivalent pretest–posttest design. Class XE1 received PBL, while class XE2 received conventional teaching. Thirty multiple-choice items were used to evaluate conceptual understanding before and after instruction. The normalized gain (N-gain) was employed to measure learning improvements. The experimental class obtained an N-gain of 0.718 (high), whereas the control class obtained 0.556 (medium). These findings indicate that PBL enhances conceptual understanding more effectively through collaborative problem-solving, analysis, and reflection. In contrast, teacher-centered conventional instruction offers fewer opportunities for conceptual construction. PBL is recommended for broader implementation in physics learning.]]>
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