<![CDATA[Critical thinking is an essential competency in physics education, yet its development remains challenging due to the abstract nature of physics concepts and the limitations of conventional instruction. Augmented Reality (AR)-based digital learning modules have emerged as a promising approach for creating interactive and immersive learning experiences. However, evidence regarding their role in fostering critical thinking remains fragmented across educational levels, physics topics, instructional approaches, and learning outcomes. This study systematically reviews research on AR-based digital learning modules for critical thinking in physics education. Following the PRISMA 2020 guidelines, 26 Scopus-indexed articles published between 2020 and 2025 were analyzed using descriptive and thematic synthesis. The review examined publication trends, research characteristics, instructional features, educational outcomes, mechanisms supporting critical thinking, and future research directions. The findings indicate a growing research interest in AR-based digital learning modules, with most studies employing Android-based applications, quasi-experimental designs, and inquiry-oriented pedagogies. While the reviewed studies consistently reported improvements in conceptual understanding, learning motivation, engagement, and scientific inquiry, only a limited number directly assessed critical thinking. The thematic synthesis identified five mechanisms through which AR supports critical thinking: conceptual visualization, scientific inquiry, authentic problem solving, collaborative reflection, and learning motivation as a mediating factor. The review also highlights research gaps related to higher-order thinking assessment, intelligent learning environments, long-term implementation, and methodological diversity. These findings provide a comprehensive evidence base and future research roadmap for designing more effective AR-enhanced physics learning environments.]]>
