This research article reports on the development and usage of multimedia products for Instructing Social Studies (IPS) in the South Slope, Kelud Mountain schools, Blitar Regency of Indonesia. The fast pace development of multimedia products and tools has seen the increasing of children's preference to watching cinema films, playing games, and internet usage. The development of multimedia products used the Borg and Gall model of ten stages: (1) Introductory Study; observing and collecting information, including reading literature's, material analysis, observing class, preparing developmental requirement; (2) developing of synopsis and scenario of product; (3) developing the early prototype; (4) restricted testing for the early model; (5) revising the early model; (6) testing in the field; (7) revising product; (8) examining in the field operationally; (9) final revision for the model (this stage is conducted by the researcher and party that assesses process and product resulted by valid model); and (10) dissemination and spreading to various party(ies). Based on research results, instructional activity using multimedia was seen to be very interesting, pleasing, and effective. In addition, information and knowledge in multimedia was easily kept up-to-date and contextual. Results also showed that multimedia products for instructional Social Studies (IPS) went extremely well and it was not surprising that student response to the instructional process was enthusiastic. By utilizing multimedia products for instructional activity teachers could facilitate students accomplishing competence determined by the curriculum.