This purpose of this study to explain the validity of student worksheet  based on argumentation and self-efficacy learning that has been developed in this study. The student worksheet applied phases of the Graphic Organizer-based Argumentation Learning (GOAL) model to improve the self-efficacy 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 worksheet 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 of the study indicate that student worksheet is very valid, so that it is appropriate to be used to facilitate students in the learning process.