<![CDATA[Biology instruction on environmental change for Grade 10 senior high school students in Phase E remains predominantly lecture-centered. Furthermore, the available instructional materials, including textbooks and general student worksheets, have not adequately guided students in conducting systematic investigations or connecting scientific concepts with real-world phenomena and sustainability issues. This study aimed to: (1) describe the design and development of the module, (2) analyze its validity, and (3) analyze the practicality of a guided inquiry module incorporating deep learning principles on environmental change to strengthen students’ understanding of the Sustainable Development Goals (SDGs). This research employed a Research and Development approach by adapting the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation. The study was conducted at SMA Negeri 3 Singaraja. The validity of the module was assessed by two content experts and two media experts using Gregory’s cross-tabulation technique. Its practicality was evaluated based on responses from three science teachers and 32 Grade 10 students through response questionnaires, with the data analyzed using descriptive percentage analysis. The results showed that the developed module obtained a Gregory Validity Coefficient of 0.71 for the content aspect, categorized as valid, and 1.00 for the media aspect, categorized as highly valid. The practicality test yielded scores of 93.82% based on teachers’ responses and 90.99% based on students’ responses, both of which were categorized as highly practical. Therefore, the guided inquiry module incorporating deep learning principles on environmental change and integrating SDGs 12, 13, and 15 was considered valid and highly practical for use as supplementary instructional material in senior high school Biology learning.]]>
