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This study aims to find out the guided inquiry-based acid-base module that have been developed meets the criteria of the National Education Standards Agency (BSNP); learning outcomes increase after being taught using guided inquiry based modules; there is a relationship between student learning outcomes with student metacognition skills. The population was all students of class XI Senior High School Education Foundation Mulia Medan Academic. Class XI Science was chosen as the sample determined by simple random sampling. The research method used is the development research using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The research instrument was a learning outcome test, a metacognitive questionnaire taken from the Metacognitive Awareness Inventory (MAI) instrument, and a validation sheets. Data analysis was conducted using descriptive analysis, feasibility analysis, the results of the metacognitive questionnaire, and the results of learning tests. The hypothesis test using the t-test and assisted with the SPSS 19.0. The results of the study showed that the modules were developed according to the criteria of the National Education Standards Agency (BSNP)obtained: content = 3.85; language = 3.89; presentation = 3.83; graphic = 3.87 with valid criteria;tcount is greater than ttable (8.321> 1.708) shows that student chemistry learning outcomes increase after being taught using guided inquiry-based modules; the results of the correlation obtained rcount>rtable(0.472 > 0.388) showed that there is a relationship between metacognition skills and chemistry learning outcomes of students.

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This study aims to determine the amount of energy, the difference in energy, the relationship between the amount of energy and the distance between compounds, and the interactions that occur in organic solvent molecules using computational chemistry methods. In determining the amount of energy and interactions that occur, computational chemistry calculations are used using NWChem software version 6.6 with the DFT method with the B3LYP hybrid function/basis set 6-31G, the calculation results are visualized using Jmol software. The results of calculations with large computations of energy for benzene are -230.62447487 KJ/mol, ethanol -154.01322923 KJ/mol, methanol -114.98816558 KJ/mol, hexane are -235.27001385 KJ/mol. Mixture of benzene and ethanol in a ratio of 1 : 1 -384.63823964 KJ/mol, 1 : 2 538.66009762 KJ/mol , and 2 : 1 - 615.26607558 KJ/mol. A mixture of benzene and methanol in a ratio of 1 : 1 -345.61255299 KJ/mol, 1 : 2 - 460.60826254 KJ/mol, and 2 : 1 -576.24044425 KJ/mol, a mixture of hexane and ethanol in a ratio of 1 : 1 - 389.28477268 KJ/mol, 1 : 2 -543.29869234 KJ/mol and 2 : 1 -624.55723290 KJ/mol. A mixture of hexane and methanol at a ratio of 1 : 1 -350.25984691 KJ/mol, 1 : 2 -465.26041654 KJ/mol and 2 : 1 -585.53373886 KJ/mole. The difference in energy is the most in a mixture of benzene and ethanol in a ratio of 1 : 2 -0.00916429 K /mol, in a mixture of benzene and methanol in a ratio of 1 : 2 - 0.00745651 KJ/mol, a mixture of hexane and ethanol in a ratio of 2 : 1 -0.00397597 KJ/mol, and a mixture of hexane and methanol in a ratio of 1 : 2 - 0.01407153 KJ/mol. and there is no relationship between the magnitude of the interaction energy of the mixture with the distance between the molecules.

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