<![CDATA[This study aims to examine the effect of Macromedia Flash 8-based learning media on students’ learning outcomes in the topic of chemical bonding. The research employed a quasi-experimental design with a pretest-posttest control group, involving two randomly selected classes from a public secondary school in Medan. The experimental class was taught using interactive media developed with Macromedia Flash 8, while the control class received instruction using conventional PowerPoint-based methods. Both classes were instructed using the Discovery Learning model to ensure consistency in pedagogy. A multiple-choice test served as the research instrument and was administered to both groups as a pretest and a posttest. The collected data were analyzed using normality and homogeneity tests, N-Gain calculations, and a one-tailed t-test to determine statistical significance. The results indicated a significant improvement in students’ learning outcomes in the experimental class compared to the control class, based on the N-Gain value (0.64) compared to the control class (0.56). These findings suggest that using Macromedia Flash 8 enhances students’ conceptual understanding and engagement, particularly in abstract topics such as chemical bonding. The interactive animations and visual elements embedded in the media helped bridge the gap between microscopic chemical representations and student comprehension. Therefore, integrating multimedia learning tools in chemistry instruction can contribute to more effective teaching and improved student performance.References Akaygun, S., & Jones, L. L. (2014). How does level of guidance affect understanding when students use a dynamic simulation of liquid–vapor equilibrium? In Learning with understanding in the chemistry classroom (pp. 243–263). Springer. Al-Muqtafa, A. K. (2019). 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