PSYCHOLOGY AND EDUCATION (2021) 58(1): 5628-5636 ISSN: 00333077 \ 5628 www.psychologyandeducation.net Interactive Learning Multimedia Development Using Articulate Storyline 2 on Plant Breeding Course in State Vocational School Loa Janan, East Kalimantan, Indonesia Zaenab Hanim 1 , Rahma Diana 2 , Rahmat Soe’oed 3 , Sulfikar Sallu 4 1,3 Educatioanal Management, Universitas Mulawarman, East Kalimantan, Indonesia 2 Selyca Islamic School Samarinda, East Kalimantan Indonesia 3 Faculty of Information Technology, Universitas Sembilan belas November Kolaka, Southeast Sulawesi, Indonesia 1 zaenab.hanim@fkipunmul.ac.id, 2 amachdyana@gmail.com, 3 machdyana@gmail.com, 4 sulfikar.sallu@gmail.com ABSTRACT The research aims to find out the feasibility and effectiveness of using interactive multimedia using articulate storyline 2 on plant breeding course. It was conducted at State Vocational Senior High School (SMK Negeri 1) Loa Janan, East Kalimantan, Indonesia. It is development- based research which is a process used to develop and validate educational products using interactive multimedia Articulate Storyline 2 with the following respondents: multimedia experts, school teachers and all students of grade X of the school. Interviews were conducted with the school principal, media expert of Information Technology (IT), the teacher of plant breeding course and 4 students of the grade X, while the data were descriptively analyzed. The results of the research indicated that the feasibility of the research development was categorized very good or very feasible and its effectiveness has increased even exceeded the school completeness standard of 75. Keywords Interactive Multimedia; Articulate Storyline 2; Plant Breeding Article Received: 10 August 2020, Revised: 25 October 2020, Accepted: 18 November 2020 Introduction In education, computers can be used as a tool or media in the teaching and learning process, both for teachers and students. They have a lot of functions such as educational technology application, media tutorial, teaching aids, and test equipment. Each of these functions has both advantages and disadvantages. Many problems of developing education require the use of technology, Information and communication technology (ICT) in particular. Referring to Dwi Priyono (2006), ICT application in the education field to cope with the learning problems requires several requirements, for examples big expenses for ICT investment and skilful human resources in managing and developing education. Computers as a learning medium have advantages in learning interaction, foster students’ interest in independent learning, and can be adjusted to the students’ needs. However, computer interaction with humans cannot replace interaction among humans (Muharlisiani et al., 2019). As test equipment, they have some advantages such as objectivity, accuracy, and speed in the calculation. However, they still have weaknesses in terms of morals and ethics. It was also found that students’ willingness to learn independently is still low (Chen et al., 2011; Farrukh, Butt, & Mansori, 2015; Umanailo, 2020a). Before introducing the computers to students, parents and teachers should be able to understand the development of students' understanding of learning technologies that currently have applications in the form of utilizing communication and information technology (ICT) processes and products (Apriyanto & Umanailo, 2019; Kimin, Rahman, Conang, & Umanailo, 2020; Salampessy, Tuhelelu, Wahyudi, & Umanailo, 2020). The technology in education is commonly used to solve educational and learning problems (Adiatma, 2014; Muhasidah et al., 2019; Rumaolat, Dusra, et al., 2019; Rumaolat, Lihi, Hamka, & Umanailo, 2019; Zhao & Hannum, 2019). In order o improve the quality of learning, students need to be introduced to computers, to implement the application of edutainment programs (software), a combination of education and entertainment. Some weaknesses in improving the quality of learning are lack of human resources who can skillfully apply and operate technology in education, neither utilize nor develop ICT in education (Suartama, 2010). In addition to software programs, the internet world is increasingly meaningful to the students who enable the processing of knowledge or information from the sites they visit without limitation of distance and time (Tahir & Umanailo, 2019; Umanailo, Yulisvestra, Oki, Mulyasari, & Ridwan, 2019). In the next educational development, interactive online conference technology needs to be implemented and developed in the organization of education through all parts of Indonesia for the efficiency of time, the number of teaching staff, and classroom capacity. The development of ICT has globally influenced and been implemented in almost all aspects of human life. All types of equipment resulting from technological innovations are the results of ICT utilization. Skills in utilizing ICT are essential for solving some of the human problems today, managing human resources, and working together in teams or groups. In the 21st century, it is increasingly developing and also intervening in the organization of education, both in management and in the interactive learning process. Unfortunately, the teachers’ and students’ skills of using ICT as a learning multimedia in Indonesia has reached 30% only (Rachman, Hamiru, Umanailo, Yulismayanti, &