This study was conducted with the aim of looking at how the general description of student characteristics, material analysis, infrastructure, and problems in chemistry learning were used to support research on the use of inquiry based - flipped classroom E-LKPD in order to maximize the teacher's efforts to improve creative and self -thinking skills student efficacy. This research is a quantitative descriptive analysis research. data collection using interview and observation techniques. Interviews were conducted with teachers of chemistry subjects. The sample of students was taken by random sampling. The research subjects were 47 state high school students in Jambi City. The results showed that 78.7% of students had difficulty understanding chemistry lessons, and 61.7% of students had difficulty understanding chemical concepts, and 51.1% of students had difficulty understanding chemistry questions. The results of the study also said that 97.9% of students needed learning multimedia (e-LKPD). Based on the results of the study, it can be concluded that the inquiry-flipped Classroom model assisted by e-LKPD can be used as a solution to meet the needs of students and teachers, because this learning model is oriented towards student activity and uses technology in the learning process.

The active role of students is also very closely related to the confidence that students have in solving various problems and discovering concepts in chemical bonding material. This study aims to see the effect of the inquiry-flipped classroom model assisted by E-LKPD media on students' creative thinking abilities in chemical bonding material. The sample used was 2 classes at Al-Falah High School, Jambi City. The data collection instruments used were self-efficacy questionnaires and essay test questions. The results showed that there was an effect of E-LKPD on the inquiry-flipped classroom model on students' creative thinking abilities in chemical bonding material with a significance level of 0.027. Then students who have high self-efficacy with students who have low self-efficacy influence the ability to think creatively on chemical bonding material with a significance value of 0.04. Furthermore, there is no interaction between the E-LKPD in the inquiry-flipped classroom model and self-efficacy on students' creative thinking abilities in chemical bonding learning, which can be seen from the significance value of 0.694 > 0.05.