Tujuan dari penelitian ini adalah: (1) mengembangkan media pembelajaran IPA berbasis multimedia interaktif (power point interaktif) pada materi rantai makanan dan jaring-jaring makanan kelas IV (2) mengetahui kelayakan penggunaan media pembelajaran berbasis multimedia interaktif (power point interaktif) yang telah dibuat dalam proses belajar mengajar di kelas IV. Model pengembangan yang dibuat adalah model Kemp and Dayton, pengembangan media menggunakan program power point 2010. Teknik pengumpulan data menggunakan metode wawancara, observasi dan angket yang dilakukan terhadap pakar ahli materi, ahli media, peer reviewer dan uji kepada siswa. Berdasarkan hasil penelitian dapat disimpulkan: (1) memenuhi syarat kelayakan melalui pengujian ahli materi dengan presentase 79%, pengujian ahli media dengan presentase sebesar 89,2%, pengujian peer reviewer dengan presentase 91%, uji perorangan (3 siswa) presentase 84%, uji perorangan (3 siswa) presentase 81,86%, uji kelompok besar (34 siswa) dengan presentase 87%. (2) hasil belajar pada uji kelompok besar pada aspek kognitif memperoleh ketuntasan klasikal 100% afektif memperoleh hasil “sangat aktif” dan psikomotorik memperoleh hasil “sangat baik”. Dapat disimpulkan pengembangan multimedia interaktif layak digunakan pada pembelajaran IPA kelas IV materi rantai makanan dan jaring-jaring makanan.

The aim of this study were: (1) to develop a science-based learning interactive multimedia media (interactive power point) on the material content of the food chain and food webs grade IV (2) to determine the feasibility of the use of interactive multimedia-based learning media (interactive power point) the roomates has been made in teaching and learning in class IV. Camps and Dayton model development was used in thesis research and power point 2010. The technique of collection the data using interviews, observation and questionnaires conducted on the expert matter experts, media experts, peer reviewers and test to students. Based on the results of research were: (1) meet the eligibility requirements through expert testing the material with a percentage of 79%, the test media expert with a percentage of 89,2%, testing the peer reviewers with a percentage of 91% , individual test (3 students) a percentage of 84%, individual test (3 students) percentage is 81.86%, a large test group (34 students) with a percentage is 87%. (2) the results of learning on a large group on a test of cognitive classical completeness 100% gain affective obtain the results "very active" and psychomotor obtain the results "very good". It can be concluded interactive multimedia development feasible to use the material science of teaching fourth grade food chains and food webs.

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