ABSTRAKPenelitian ini bertujuan untuk mengetahui: 1) karakteristik modulpembelajaran biologi berbasis inkuiri terbimbing disertai interrelationshipdiagram (ID) pada materi Pencemaran Lingkungan untuk memberdayakanketerampilan proses sains (KPS) dan kemampuan berpikir interpretasi (KBI)siswa; 2) kelayakan modul pembelajaran biologi berbasis inkuiri terbimbingdisertai ID pada materi Pencemaran Lingkungan untuk memberdayakan KPS danKBI siswa; 3) keefektivan modul pembelajaran biologi berbasis inkuiri terbimbingdisertai ID pada materi Pencemaran Lingkungan untuk memberdayakan KPS; dan4) keefektivan modul pembelajaran biologi berbasis inkuiri terbimbing disertai IDpada materi Pencemaran Lingkungan untuk memberdayakan KBI siswa.Penelitian ini menggunakan metode Research And Development (R & D)mengacu pada model Borg &Gall yang telah dimodifikasi (Emzir, 2012) yaitu 10tahap. Sampel pengembangan meliputi sampel uji coba lapangan awal sejumlah 4validator, sampel uji coba lapangan utama sejumlah 10 siswa dan sampel uji cobalapangan operasional sejumlah 32 siswa. Instrumen yang digunakan adalah angket,lembar observasi, wawancara, dan tes. Uji coba lapangan operasionalmenggunakan one group pretest-posttest design. Data KPS dan KBI dianalisisdengan uji Wilcoxon dan dihitung dengan gain ternormalisasi.Berdasarkan hasil penelitian dapat disimpulkan sebagai berikut: 1)karaktristik modul pembelajaran biologi berbasis inkuiri terbimbing disertai IDpada materi Pencemaran Lingkungan untuk memberdayakan KPS dan KI dengansintaks: menyajikan pertanyaan atau masalah, membuat hipotesis, merancangpercobaan, melakukan percobaan untuk memperoleh informasi, mengumpulkandan menganalisis data dan membuat kesimpulan dengan mengidentifikasihubungan sebab akibat melalui ID; 2) Kelayakan modul pembelajaran biologiberbasis inkuiri terbimbing disertai ID pada materi Pencemaran Lingkungan untukmemberdayakan KPS dan KBI siswa berdasarkan penilaian dari ahli, praktisi, danrespon siswa yang secara keseluruhan memberikan kategori sangat baik padaproduk pengembangan dan layak digunakan di SMA Kota Madiun; 3) keefektivanmodul pembelajaran biologi berbasis inkuiri terbimbing disertai ID pada materiPencemaran Lingkungan menunjukkan peningkatan yang signifikan dalammemberdayakan KPS; dan 4) keefektivan modul pembelajaran biologi berbasisinkuiri terbimbing disertai ID pada materi Pencemaran Lingkungan menunjukkanpeningkatan yang signifikan dalam memberdayakan KBI siswa.Kata kunci : modul, inkuiri terbimbing, ID, KPS dan KBI.ABSTRACTThis research aimed to find out:1) the characteristics of module basedguided inquiry with interrelationship diagram in pollution material to empowerstudents’ science process skills and students’ interpretation thinking abilities; 2)feasibility of module based guided inquiry with interrelationship diagram inpollution material to empower science process skills and interpretation ability ofthe Students; 3) effectiveness of module based guided inquiry withinterrelationship diagram in pollution material to empower students’ scienceprocess skills; and 4) effectiveness of module based on guided inquiry withinterrelationship diagram in pollution material to empower students’ interpretationthinking abilities.This research used in Research And Development (R & D) which refers tothe development of Borg & Gall model that was modified (Emzir, 2012). Thesamples used in the research are Preliminary field testing sample consisting of 4validators, main field testing sample consisting of 10 students and operational fieldtesting sample consisting of 32 students. The instrument used in the research arequestionnaire, observation sheet, interview and test. The operational field testingused one group pretest-posttest design. The data of students’ science process skillsand interpretation thinking abilities are analyzed by Wilcoxon and counted bynormalized gain.Based on the result of research it can be concluded that: 1) the characteristicsof module based guided inquiry with interrelationship diagram in pollutionmaterial to empower students’ science process skills and students’ interpretationthinking abilities with steps: present a question, create hypothesis, planexperimentation, do the experimentation to get information, collect and analysisdata, create conclusion by causal connection through interrelationship diagram; 2)feasibility of module based guided inquiry with interrelationship diagram inpollution material to empower students’ science process skills and interpretationthinking abilities based on expert, practitioners, and student in developmentproduct and feasible used in SMA Negeri 2 Madiun is categorized as good; 3)effectiveness of module based guided inquiry with interrelationship diagram inpollution material significant increase to empower students’ science process skills;and 4) effectiveness of module based on guided inquiry with interrelationshipdiagram in pollution material significant increase to empower students’interpretation thinking abilities.Keywords: module development, guided inquiry, interrelationship diagram,science process skills, and interpretation thinking abilities.