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The purpose of this study is to explain the validity of student worksheets based on argumentation and self-efficacy learning that has been developed. The development of the student worksheets refers to the design of the Wademan model development research model. The student worksheet applied phases of the Graphic Organizer-based Argumentation Learning (GOAL) model to improve the selfefficacy and ability to argue of chemistry teacher candidates. This worksheet encouraged students to identify chemical problems, formulate problems, submit hypotheses, formulate learning goals, conduct investigative activities, make arguments, present chemical arguments, and make conclusions. The components of the validated student worksheet include format, material, language, and assessment of student worksheets in supporting innovation and improving the quality of teaching and learning activities. The data of this study were collected using a review and validation sheet. Sources of the data were chemistry education lecturer. The data were analyzed descriptively. The results showed that the validity for each aspect of the assessment was in the range of good validity and very good validity criteria. Therefore, the developed student worksheets are appropriate to be used to facilitate students in chemistry the learning process. Keywords—student worksheets, model Graphic Organizerbased Argumentation Learning (GOAL), argumentation skills,

Development of Student Worksheet for Improving the Self-efficacy and Ability to Argue of Chemistry Teacher Candidates Study on Junior High School Students Behavior Based on Keirsey Personality Type