ABSTRAKPenelitian pengembangan ini bertujuan untuk mengetahui: 1) cara pengembanganmultimedia interaktif kimia berbasis PBL, 2) kelayakan multimedia interaktif kimiaberbasis PBL, 3) efektivitas multimedia interaktif kimia berbasis PBL terhadap hasilbelajar kognitif peserta didik.Penelitian ini menggunakan model pengembangan Borg & Gall yang hanyadilaksanakan sampai tahap sembilan, yaitu: 1) penelitian dan pengumpulan data, 2)perencanaan, 3) pengembangan draf produk, 4) uji coba terbatas, 5) revisi hasil uji cobaterbatas, 6) uji coba lapangan, 7) revisi hasil uji coba lapangan, 8) uji coba pelaksanaanlapangan, 9) penyempurnaan produk akhir. Penelitian dilaksanakan di SMAN 1Ponorogo, SMAN 2 Ponorogo, dan SMAN 1 Babadan Kabupaten Ponorogo PropinsiJawa Timur Tahun Pelajaran 2014/2015. Teknik pengumpulan data dilakukan denganmetode angket, wawancara, dan tes. Jenis data yang diperoleh adalah data kualitatif dankuantitatif. Efektivitas produk dilakukan di SMAN 2 Ponorogo menggunakan sampeldua kelas yaitu kelas XI MIA 2 sebagai kelas eksperimen dan kelas XI MIA 6 sebagaikelas kontrol. Uji Mann-Withney U dilakukan untuk mengetahui beda & rerata hasilbelajar kognitif antara kedua kelas.Hasil peneltian menunjukkan bahwa: 1) cara pengembangan multimedia interaktifkimia berbasis PBL telah melalui sembilan tahapan Borg & Gall, 2) kelayakanmultimedia interaktif kimia berbasis PBL diperoleh dari hasil uji pelaksanaan lapangandari peserta didik dengan kriteria “baik” dan guru dengan kriteria “sangat baik”, 3) hasiluji statistik menunjukkan terdapat perbedaan hasil belajar kognitif yang signifikanantara kelas yang menggunakan multimedia interaktif kimia berbasis PBL dengan kelasyang menggunakan pembelajaran konvensional.Kata kunci : Multimedia interaktif, problem based learning, kelarutan dan hasil kalikelarutanABSTRACTThe objectives of this research is to investigate: 1) the method of the interactivemultimedia development in the chemistry subject matter through the PBL model, 2) thefeasibility of the developed interactive multimedia in the chemistry subject matterthrough the PBL model, and 3) the effectiveness of the interactive multimedia in thechemistry subject matter through the PBL model toward the students’ cognitive learningresult.This research used the research and development (R&D) model developed byBorg & Gall with some modifications. It consisted of nine phases, namely: 1) researchand information collecting, 2) planning, 3) develop of preliminary form of product, 4)preliminary field testing, 5) main product revision, 6) main field testing, 7) operationalproduct revision, 8) operational field testing, and 9) final product revision. The researchwas conducted at Senior High Schools 1 and 2 of Ponorogo and Senior High School 1of Babadan, Ponorogo Regency, East Java Province, in the academic year of 2014/2015.The data of research were qualitative and quantitative ones. They were collectedthrough questionnaire, in-depth interview, and test. The product effectiveness testingwas conducted at Senior High School 2 of Ponorogo. It involved two classes, namely:Grade XI MIA1 as the experimental class and Grade XI MIA 6 as the control class. Theresearch used the Mann-Whitney U’s test to investigate the difference and the averageof the cognitive learning result between the two classes.The result of the research shows that (1) the interactive multimedia developmentin the chemistry subject matter of solubility and solubility products has used the ninephases of the R&D model developed by Borg & Gall; (2) feasibility the developedinteractive multimedia in the chemistry subject matter of solubility and solubilityproducts through the PBL model is categorized as “good” by some students and “verygood” by some teachers; and (3) there is a significant difference of the cognitivelearning result between the class with the developed interactive multimedia through thePBL model and the class with the conventional learning model.Keywords: Interactive multimedia, problem-based learning model, solubility andsolubility product.