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This research aims to produce teaching material through guided inquiry model which is valid, practical, and effective to improve student learning outcomes and train the students’ multiple of representation skills in vocational high school. The development of teaching material used the Kemp model and was tested in class X of SMK Wahid Hasyim in even semester in academic year 2018/2019 by using the Pre-Experimental One-Group Pretest-Posttest Design. The data collection used observation, tets, and quetionnaires. The data  analysis techniques used qualitative descriptive analysis. The results of this research are:1) Teaching material developed has a valid category; 2) The practicality of teaching material in terms of a good category in feasibility of lesson plans and the students’ activities in accordance with steps of guided inquiry model; and 3) The effectiveness of teaching material, can be reviewed by: (a) Improving students’ learning achievement seen from the individual and classical completeness; (b) Improving students’ multiple representations ability by getting gain score with high category; and (c) The students’ responds toward material and implementation of learning are very positive. It’s conclusion that the teaching material through guided inquiry model are valid, practical, and effective to improve student learning outcomes and train the students’ multiple representation ability in vocational high school.

Teaching material, guided inquiry, student learning outcomes, multiple representation