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E-module is an alternative teaching material that can be used in chemistry learning process. This study aims to analyze the validity and practicality of the chemistry e-module which is based on guided discovery learning model. This research is educational research design using Plomp development model. Research instruments were validity and practicality questionnaires. Subjects in this study were 17 validators consisting of 11 lecturers and 6 chemistry teachers and 84 practitioners consisting of 6 chemistry teachers and 78 high school students. Research data were analyzed with CVR and CVI formula, kappa moment and Aiken’s V. The result of the construct validity showed a very high category of validation (k=0.90). The result of media validity also showed a high category of validation (k=0.90). The result of content validity showed a high category of validation (CVI=0.98). The result of the practicality test showed a high practicality category, V=0.90 for teachers’ responses and V= 0.84 for students’ responses in the small group test, and V=0.81 for students’ responses in the field test. Based on these results, it can be concluded that the chemistry e-module which is based on guided discovery learning model is highly valid and practical for chemistry learning in senior high schools.