This study aims to evaluate the validity, practicality and effectiveness of learning tools using Blended Learning models to improve Self Regulation of student learning on hydrocarbons and petroleum materials. The development model used is the Tessmer Design which consists of stages 1) self evaluation, 2) expert opinions (3), 3) individual test, 4) small group test (small group) evaluation), and 5) Field test. The validation of learning tools, media, and self regulation questionnaires were each carried out by 3 expert validators. Research subjects in the one to one test amounted to 3 students aimed at analyzing the readability of teaching materials and LKPD, research subjects in small class tests totaling 12 people aimed at measuring the practicality and effectiveness of the learning device expectations. Research subjects in the field test totaled 36 students of class X A Multimedia SMK Negeri 3 Banjarmasin aimed at measuring the practicality and actual effectiveness of the learning device prototype. The results showed that the learning tools developed had a very valid category based on expert judgment, were very practical based on the feasibility of learning in class and student responses, and were very effective based on students' mastery learning with an N-gain of 0.36 of the moderate improvement category. Based on the results of research and development shows that the learning device developed is suitable for use in learning hydrocarbon and petroleum materials.