Penelitian ini bertujuan menghasilkan model Graphic Organizer-Based Argumentation Learning (GOAL) yang valid, praktis, dan efektif untuk meningkatkan keterampilan berargumentasi dan self-efficacy mahasiswa.  Model dikembangkan dengan mengacu pada desain model penelitian pengembangan model Wademan.  Penelitian ini menghasilkan produk berupa buku model, perangkat pembelajaran dan instrumen penelitian untuk mendapatkan data kelayakan produk. Uji implementasi model dilakukan pada mahasiswa semester III yang mengambil mata kuliah Kimia Organik I pada Program Studi Pendidikan Kimia Universitas Mulawarman yang terdiri atas empat kelas sebanyak 101 mahasiswa, dengan one group pretest-postest design. Pengumpulan data menggunakan metode validasi, pengamatan, tes, dokumentasi, wawancara, dan angket.  Teknik analisis data yang digunakan adalah deskriptif kuantitatif dan kualitatif.  Hasil penelitian menunjukkan 1) model GOAL termasuk dalam kriteria valid ditinjau dari (a) valid secara isi dan valid secara konstruk, (b) perangkat pembelajaran termasuk dalam kriteria valid dan dapat digunakan untuk mendukung implementasi model GOAL; 2) model GOAL termasuk dalam kriteria praktis ditinjau dari (a) keterlaksanaan sintak, sistem sosial, prinsip reaksi tergolong sangat baik, (b) aktivitas mahasiswa sangat tinggi, (c) dan kendala selama pembelajaran dapat dicarikan alternatif solusinya; 3) model GOAL termasuk dalam kategori efektif ditinjau dari (a) peningkatan keterampilan berargumentasi, (b) peningkatan self-efficacy mahasiswa, (c) mahasiswa memberikan respon baik terhadap pembelajaran menggunakan model GOAL. Berdasarkan hasil penelitian dapat disimpulkan bahwa model GOAL yang dikembangkan valid, praktis, dan efektif untuk untuk meningkatkan keterampilan berargumentasi dan self-efficacy mahasiswa.

Kata-kata Kunci: Model Graphic Organizer-Based Argumentation Learning (GOAL), keterampilan berargumentasi, self-efficacy

The aims of the research is to produce a valid, practical, and effective Graphic Organizer-Based Argumentation Learning (GOAL) model to improve students' argumentation and self-efficacy skills.  The development of GOAL model refers to the design of the Wademan model development research model. This research produces products in the form of model books, learning devices, and research instruments to obtain product feasibility data. The model implementation test was carried out for third-semester students who took Organic Chemistry I courses at the Mulawarman University Chemical Education Study Program consisting of four classes of 101 students, with one group pretest-posttest design. Data collection uses validation, observation, tests, documentation, interviews, and questionnaires. The data analysis technique used is descriptive quantitative and qualitative. The results showed that 1) the GOAL model was included in the valid criteria in terms of (a) valid content and valid construct, (b) learning devices included in the valid criteria and could be used to support the implementation of the GOAL model; 2) GOAL model is included in the practical criteria in terms of (a) syntactic implementation, social system, reaction principle is classified as very good, (b) student activity is very high, (c) constraints during learning can be found alternative solutions; 3) the GOAL model is included in the effective category in terms of (a) an increase in argumentation skills, (b) an increase in student self-efficacy, (c) students respond well to learning using the GOAL model. Based on the results of the study it can be concluded that the GOAL model developed valid, practical, and effective to improve students' argumentation and self-efficacy skills.

Key Words: Graphic Organizer Model-Based Argumentation Learning (GOAL), argumentation skills, self-efficacy