Abstract
Abstract This research aims to develop a Problem-based Learning Module for Hydrolysis Material considering the characteristics, feasibility, and effectiveness to accommodate gifted students. The tests were conducted to material experts, media experts, and students. The model used as the basis for the development of Problem-Based Learning (PBL) chemistry module is the 4-D model (Define, Design, Development and Disseminate). Data analysis techniques are observation and questionnaire. Based on the test, it shows that the Problem-based Learning Module received a good category and is worth it to use. Cognitive learning outcomes of students in the experimental class after using the Problem-Based Learning Module is better than the control class that uses conventional learning. It can be seen from the comparison of the average score of improvement in the learning outcomes of experimental class students who use Problem-Based Learning modules. So, it can be concluded that the learning outcomes using the Problem-Based Learning chemistry learning module are better than conventional learning.