This thesis constitutes research and development which aims to produce a textbook based image process appropriate to study chemistry in High School. The process-based chemistry textbook is a textbook that displays some illustrations with a series of procedural images that display a particular process of changing something from one state (object, object, event, or phenomenon) to the next. The eligibility of textbooks is demonstrated by its validity (content and construct), its practicality, and its effectiveness for chemistry learning in secondary schools. In the validation process, the average scoring result of two expert validators and one user validator stated that the resulting book product is valid for chemistry learning in high school with an average score of 4.05. The product practicality test received a positive response from the students as the product users of 3.60% in the first and 3.75% trials in trial II with "good" criteria. The effectiveness of the textbook was done through a test on a sample size of 10 students and using the pretest and post-test design for class X MIPA 4 SMAN 1 Bangorejo during the semester of 2017 on the topic of the electrolyte solution and nonelectrolyte solution. The result of the effectiveness test was found by using a normalized gain able to increase the understanding of electrolyte and nonelectrolyte solution material 0.58 in the medium category with students' learning completeness equal to 85.29% with a mean value equal to 78.09% and student retention equal to 99.42% which resulted in highly positive results. The result of the research shows that the Chemistry Image Book Model is feasible to be used as print media for learning the material of electrolyte and nonelectrolyte solution in SMA.