<![CDATA[Argumentation skills are essential for students in understanding and responding critically to socio-scientific issues (SSI). However, many students still struggle to construct logical, evidence-based arguments. Two contributing factors are environmental concern and reading interest. Environmental concern can enhance sensitivity to real-world problems, while reading interest broadens students’ perspectives and strengthens the foundation for argumentation. This study aims to (1) examine the effect of environmental concern and reading interest on the argumentation skills of Grade 7 students in relation to socio-scientific issues, (2) identify the causes of the relatively low influence of environmental concern and reading interest on argumentation skills, and (3) explore other factors that influence students' argumentation skills. The study employed a mixed-methods approach with a sequential explanatory design. Quantitative data were collected through questionnaires and tests, while qualitative data were obtained through interviews and observations. The quantitative sample consisted of 173 Grade 7 students from State Junior High School 1 Jenangan selected through random sampling. The qualitative sample comprised six students selected using purposive sampling. The results of the multiple linear regression analysis indicated that environmental concern and reading interest jointly influenced students’ argumentation skills, although the effect was relatively small, accounting for only 5.8 %. This limited influence was attributed to difficulties in connecting personal experiences to arguments, limited interest in scientific reading materials, lack of practice in argument construction, and minimal teacher guidance. Other contributing factors included discussion experience, parental interaction, use of social media and the internet, and peer influence]]>
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