<![CDATA[This study aims to develop learning multimedia products on ablution skills material at SMK Negeri 12 Surabaya at the X grade level. This type of research is development research. The procedure for developing learning multimedia uses the ASSURE approach developed by Sharon Smaldino et al, with steps that include; (1) identifying the characteristics of students, (2) setting learning objectives, (3) selecting methods, media, and learning materials, (4) using learning materials and media, (5) involving students in learning, (6) as well as evaluating and revision. The validation step for Islamic Islamic education learning multimedia adopts the Dick and Carey formative evaluation model which includes four stages, namely: evaluation of material experts, evaluation of media experts, individual trials, small group trials, and field trials. The data analysis technique used is descriptive qualitative analysis, and descriptive quantitative, and statistical analysis (t-test). The results of the study show that the validation of interactive learning multimedia in terms of material aspects is very appropriate with a percentage of 83.57%. The validation of interactive learning multimedia in terms of the aspect of media experts is very good, with a percentage value of 85.92%. The individual test results were very good with a percentage of 86.76%, the small group trial results were very good with a value of 85.66%, and the field test results were very good with a percentage of 85.25%. The results of the t-test show that the significance obtained is 0.000 which is less than the specified significance value of 0.05. This means that there is a significant difference in the learning outcomes of students, between before learning to use the multimedia learning of ablution skills and after using the multimedia learning of ablution skills. The results of achieving the minimum standard of completeness at the time of the pre-test were declared complete as many as 10 children or 37.04% and incomplete as many as 17 children or 62.96%. The results of the achievement of learning completeness during the post-test were 24 children or 88.89% and students who had not completed were 3 people or 11.11%.]]>
