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.