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Previous studies showed that structured inquiry-based learning is suitable for novice learners, chemical multiple representations facilitate meaningful learning, and modules are organized and complete learning materials for students. Modules designed with a structured inquiry-based model and completed with chemical multiple representations could be media to help students learn. This study aims to determine the effects of the structured inquiry-based reaction rate module that is integrated within three levels of chemical representation on senior high school students' mental models and learning outcomes. The study used a Posttest Control and Experimental Group Design where the research subjects were 137 students from two different ranks of public senior high schools in the city of Padang, Indonesia. Research instruments used were learning achievement test and two-tier diagnostic test as well as a semi-structured interview sheet. T-test results of the research hypotheses showed that the mean of the mental models and learning outcomes of students in the experimental class were significantly higher than those of students in the control class at both low-ranked and high-ranked schools. The integration of three levels of chemical representation on reaction rate topic in a structured inquirybased module during learning affects mental models which they then relate to the learning outcomes of both low and high achiever students in senior high schools. [ABSTRACT FROM AUTHOR]