This study discusses the use of learning modules in chemistry education. In this study, relevant articles were collected. After being collected, 20 related articles were obtained about the use of learning modules in chemistry education. The articles obtained are identified where there are several points obtained, namely the type of module, the chemical topics discussed in the module, the pedagogical approach used, and the results obtained after using the module. From these points, there are 2 types of modules, namely printed modules, and electronic modules. The topics of chemistry presented are basic chemistry, analytical chemistry, organic chemistry, and environmental chemistry. In use, modules can be used independently and in groups, with the results obtained after application of modules can be in the form of cognitive, affective, and psychomotor. Based on the analysis of the article, the dominant learning module developed is an electronic module in which the constructivist pedagogical approach. The dominant module on basic chemistry topics. The results obtained after the use of modules are the majority of modules that can improve learning outcomes and improve student concepts.