Abstract
Teaching materials are one of the essential components of learning. The use of appropriate teaching materials is one aspect that can help achieve the learning objectives that have been formulated. Therefore, teachers as learning designers must be able to choose and provide appropriate teaching materials for the instructional learning objectives to be achieved. Students of the Physics Education study program are prospective teacher students who teach in schools, so students should be able to make appropriate teaching materials that can be used in the learning process. The teaching materials to be designed must, of course, be by the characteristics of students and by technological developments. This study aims to describe and analyze students’ abilities in designing interactive teaching materials in PSAL science courses. The research method used is descriptive qualitative. The results of data analysis show that, on average, students get a high score on aspects of completeness of identity, aspects of introduction, and aspects of the appearance of teaching materials. Teaching materials designed by students get low scores on content feasibility and assessment aspects. It happens because the ability of students to adjust the content of teaching materials to the learning objectives and assessment of learning contained in the teaching materials is still lacking.
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