<![CDATA[This study aims to determine the level of feasibility, practicality, and improvement in student learning outcomes after using a guided inquiry-based chemistry e-module with a Culturally Responsive Teaching (CRT) approach on the reaction rate material. The type of research used is research and development (R&D) by applying the ADDIE (Analysis, Design, Development, Implementation, Evaluation) development model. The subjects of this study were 35 students of class XI Mikroskop* of SMA Swasta Budi Satrya Medan. Data collection instruments were in the form of validation sheets for experts, student response questionnaires, and learning outcome tests (pre-test and post-test). The e-module was designed using the Canva application and converted using the Heyzine Flipbook platform. The results of the study showed an average feasibility percentage of 91.3% with the category of "very feasible", which was based on validation by material experts of 89%, media experts of 92%, and learning experts of 93%. The practicality test through student response questionnaires obtained an average percentage of 91% indicating the criteria level of "Very Practical". The improvement of students' cognitive learning outcomes was analyzed using the Normalized Gain (N-Gain) test of 0.70, shown based on an increase in the pre-test score of 40.2 increasing to 82.2 in the Post-test, which indicates an increase in learning outcomes in the high category. Based on these results, it can be concluded that the chemistry e-module based on guided inquiry with the CRT approach on the reaction rate material produced has met the criteria of being feasible, practical, and effective in improving student learning outcomes.]]>
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