<![CDATA[Critical thinking skills are essential competencies in physics education because students need to analyze scientific information, evaluate evidence, and construct reasoned explanations to address complex problems in the 21st century. However, students’ critical thinking skills remain insufficiently developed because physics learning often emphasizes conceptual understanding and problem-solving procedures rather than providing opportunities for evidence-based reasoning and scientific argumentation. This study investigates the effectiveness of the argument-generation learning model, supported by the reading infusion strategy, in improving students’ critical-thinking skills in alternative-energy learning. A quasi-experimental Nonequivalent Control Group Design was employed, involving 63 tenth-grade students from a private high school in Bandung City. The participants consisted of 32 students in the experimental class and 31 students in the control class. Data were collected using a 20-item multiple-choice critical thinking test based on five indicators proposed by Ennis: basic clarification, bases for the decision, inference, advanced clarification, and supposition and integration. Data analysis involved N-Gain analysis, independent-samples t-test, and effect size calculation. The results showed that both groups improved; however, the experimental class achieved a higher N-Gain value (0.61, medium category) than the control class (0.49, medium category). The independent-samples t-test revealed a significant difference between the two groups (Sig. = 0.002), with an effect size of 0.78, indicating a medium effect. This study's novelty lies in integrating scientific reading literacy through the Reading Infusion Strategy into an argument-based physics learning model to support students’ evidence-based reasoning. These findings indicate that combining reading activities with scientific argumentation provides a meaningful learning environment for developing critical thinking skills. This study contributes to physics education by providing empirical evidence that integrating literacy practices and argumentation-based learning can strengthen students’ scientific reasoning and support the development of higher-order thinking skills.]]>
