Effectiveness of Interactive Media Based on Flash Player and Video on Napkin Folding Material Yeni Yulianti 1 , Annis Kandriasari 2 , Nur Riska 3 {yeni.yulianti@unj.ac.id 1 , annis@unj.ac.id 2 , nrtadjoedin@unj.ac.id 3 } Culinary Arts Vocational Education Study Program, Universitas Negeri Jakarta, Indonesia 123 Abstract. The purpose of this research was 1) to measure the feasibility of developing interactive media based on flash player and video on napkin folding material and 2) to analyze the effectiveness through increasing student learning outcomes towards the use of interactive media. The research subjects were students of culinary art - FT - UNJ. Data analysis used two ways, namely qualitative analysis and quantitative analysis (t-test). The field group trial obtained was 84.38% and entered into the "eligible" criteria. Media is declared "feasible" based on the student's ability to use interactive media about napkin folding as a learning medium for basic courses on field administration. The results of the analysis of t count and t table (8,849> 1,697) means that the value of student learning outcomes using interactive learning media based on flash player and video on napkin folding material is greater than student learning outcomes using power point media. The calculation of the effectiveness of the experimental group using interactive media about napkin folding resulted in 88% of the high product effectiveness criteria. So, it can be concluded that interactive multimedia based on flash player and video has a positive effect on its use. Keywords: Flash Player; Folding Material; interactive media 1 Introduction The rapid development of technology has positive and negative impacts in various fields, especially in education. An interesting type of media help educators in delivering learning material to students. With high classroom conditions and lecturers, sometimes students are less able to focus on the material being taught. It is due to a variation method and material applied by each lecturer (Arsyad, A., 2002). According to observations on D3 (Associate Degree) students in the Culinary Art Education Study Program 2018/2019, it found that most students lacked in command and were passive on napkin folding material. In material value, 78% of students who got grades according to KKM (Minimum completeness criteria) are 18 students out of 39 students. Trianto (2010: 214) said that a class called complete learning if there is a minimum of 85% of students who get grades according to KKM (Trianto, 2010). Moreover, student learning resources or references are still limited to modules and job sheets. The Culinary Art Education Study Program has used adobe Flash Player learning media as a resource of student learning on napkin folding material. Lecturers used guest napkin and PowerPoint learning media. PowerPoint media only used in the fundamental theory of napkin folding. It makes students less able to master guest napkin material and cannot correctly follow the fold examples given by the lecturer. ICEHHA 2021, June 03-05, Flores, Indonesia Copyright © 2021 EAI DOI 10.4108/eai.3-6-2021.2310932