Argumentation skills was needed to address the problems related to scientific issues that occur in every aspect of the lives of today's society, which requires individuals and communities to have the ability to think, make decisions, ethical considerations and assessing a claim that appears either through the press or media the other based on the evidence that is valid and reliable. It takes self-efficacy in the implementation of argumentation skills. Self-efficacy is important because it can affect cognition, motivation, affective processes and ultimately the behavior of individuals. Innovation chemistry learning was need to master the skills argue and self-efficacy. Innovations have been made by researchers to have developed an innovative chemistry learning model that can integrate argumentation skills and self-efficacy. Innovative chemistry e learning model that has been developed is expected to be an alternative solution to improve the argumentation skills and selfefficacy chemistry teacher students.

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.

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Research aims to review 21st century skills in-based senior high school chemistry learning virtual labs. The components that will be studied include: (1) Barriers to high school chemistry learning; (2) 21st century skills; (3) The advantages and disadvantages of using virtual labs; and (4)implications of virtual labs on 21st century skills. The method used in writing the article is descriptive, qualitative by analyzing national and international articles related to 21st century skills in-based high school chemistry learning virtual labs. The results show that high school chemistry learning uses virtual The lab can integrate 21st century skills, visualize abstract concepts into concrete, support student-centered learning, reduce anxiety in facing real laboratories, and increase students' self-efficacy so that they can become a capable supporting unit for the chemistry learning process. However, in its implementation it needs to be adapted to content and activities that refer to various aspects of 21st century skills.

Keterampilan berpikir kritis merupakan keterampilan berpikir level tinggi yang harus dikembangkan di sekolah. Keterampilan ini perlu dilatih melalui penggunaan model pembelajaran yang lebih mendekatkan siswa dengan pengalaman nyata di lingkungan sekitar, sehingga siswa dapat menjadi lebih aktif dan mampu berpikir secara kritis, salah satunya yaitu menerapkan model GDL berbasis indigenous knowledge. Penelitian ini bertujuan untuk melatih keterampilan berpikir kritis siswa melalui penerapan model GDL berbasis indigenous knowledge. Subjek penelitian ini adalah 108 siswa yang terdiri atas kelas XI IPA 4, XI IPA 5, dan XI IPA 6 SMA Negeri 5 Samarinda tahun ajaran 2020/2021 yang dipilih menggunakan teknik purposive sampling. Penelitian ini tergolong penelitian kuantitatif dengan desain penelitian pre-experimental design tipe one group pretest-posttest design. Instrumen tes yang digunakan yaitu 5 soal essay yang disusun atas 5 indikator keterampilan berpikir kritis. Hasil analisis keterampilan berpikir kritis menunjukkan rerata keterampilan berpikir kritis siswa kelas XI IPA di SMAN 5 Samarinda tergolong kategori sedang dengan n-gain sebesar 0,53; rerata effect size sebesar 5,17 tergolong kategori besar; hasil uji statistik (α = 5%) yang menunjukkan terjadi peningkatan keterampilan berpikir kritis yang siginifikan setelah penerapan model GDL berbasis indigenous knowledge. Berdasarkan hal ini dapat dikatakan bahwa model GDL berbasis indigenous knowledge efektif digunakan untuk melatih keterampilan berpikir kritis siswa.