Abstract
Many multimedia learning arithmetic for elementary students are circulat-ing in the community. Does the arithmetic contains material complete, and correct concepts and processes? Is using a sound that suits the material, convenient and evocative to learn? Is the image (shape, color, proportion, and animation) in accordance with the material and the character of elementary school students? It is necessary to know the gauge of multimedia learning arithmetic for elementary students. Survey methods are needed for 30 CDs for elementary students learn arithmetic class I to class VI from various productions. Observation, can determine the gauge multimedia learning arithmetic for elementary students that valid and reliable. Retrieved main indicator to measure the content of components/materials, audio-visual and multimedia learning arithmetic for elementary students. Contents gauges component/material using nine indicators, five audio component indicators, 10 indicators and visual components. The measurement results showed that the content of the content/material is not yet complete. Needed improvement in the pre-sentation of concepts and processes based on nine indicators. Especially creativity in providing materials, visual motion (animation) in simulating the material, and the use of icons are easy and uncomplicated. In terms of audio, there are weaknesses in: 1) the composition of several works of music that already exists (not orsinal), 2) the relationship of music to visual motion and teaching materials, so that the music only serves as a complement to, 3) color processing sound in music (timbre) are in-teresting and communicative, 4) which is a series of musical composition intact, 5) music that motivates students, 6) attention to the elements of the basic elements of music and instrumentation, 7) arrangements are treated monotonous. Judging from the visual component, there is strength in: 1) the use of vibrant colors, 2) a clear colorful but soft, 3) display an unusual shape, 4) leads to fantastic shape. Very high weakness shown in: 1) visual motion processing elements are monotonous, 2) visual motion processing elements are rigid, 3) visual motion processing elements that do not correspond to the delivery of material flow.