Jurnal Pendidikan Fisika

- Students' low critical thinking skills are an obstacle in learning uniform circular motion. The aim of the study was to describe the effect of using STEM-based 3D-multimedia in improving the critical thinking skills of students from the northern coast of Java in uniform circular motion material. This research is a pre-experimental with a one-group pre-test post-test design. The research sample was 26 students of class X-IPA MA Hasyimiyah Bancar. The treatment of the samples was carried out by using STEM-based 3D-multimedia during four face-to-face lessons in class. The results show that the students' critical thinking skills improved by 56,1% after the implementation of the STEM-based 3D multimedia. This quantitative result is proven by critical thinking skills indicators that can be identified in the students' critical thinking skills test answers. Therefore, it can be concluded that the use of STEM-based 3D-multimedia enhanced the students' critical thinking skills in uniform circular motion quite significantly.


I. INTRODUCTION
Critical thinking skills are needed by students in order to master physics materials well (Bakri et al., 2019;Dumas, 2017;Khaeruddin & Bancong, 2022). Critical thinking skills (CTS) is a person's ability to carry out clear and directed thinking processes to draw conclusions, identify correlations, analyze possibilities, make predictions and logical decisions, and do complex problemsolving (Damayanti & Kuswanto, 2020;Demirci & Özyürek, 2017;Halpern, 2014;Tiruneh et al., 2017). Unfortunately, in fact, students' CTS is still low. One of the causes is the learning media prepared by the teacher, which still cannot stimulate students' CTS (Velmovská et al., 2019;Zulazhari et al., 2019).
The learning media can be presented in 3D-multimedia representation. The multimedia learning theory state that learning activities using multimedia representations can help students to build mental representations of the subjects they learned and overcome F. R. Nurilma, E. Supriana, M. Diantoro | JPF | Volume 11 | Number 2 | 2023 | 193 -201 194 cognitive overload (Koć-Januchta et al., 2019;Mayer, 2014). According to the Cognitive Theory of Multimedia Learning (CTML), the learning process of the students occur when students not only absorb the new information but are also actively involved in the knowledge construction process (Mayer, 2005). The knowledge construction process demands students' activeness in paying attention to information that is more relevant and meaningful, compiling the new information into a coherent cognitive structure, and integrating the new information with other knowledge to build a coherent mental representation to form a conceptual understanding of the learning material and build critical thinking skills (Altmeyer et al., 2020;Lai et al., 2018;Mayer, 2005;Yeo et al., 2004). To support students' knowledge construction process and build students' CTS, it is necessary to apply a learning approach that can provide authentic learning experiences to students. The application of the Science, Technology, Engineering, and Mathematics (STEM) approach can provide students with authentic learning experiences (Amalia et al., 2023;Nurazmi & Bancong, 2021). STEM is a form of learning approach that unifies two or more STEM domains into authentic learning based on subject relationships with real problems to improve students' learning (Falloon et al., 2020;Kelley & Knowles, 2016). STEM pedagogy is student-centered, project-based, and interdisciplinary, so it can accommodate students' needs to reach learning goals (Falloon et al., 2020;Laforce et al., 2016). In the cognitive domain, STEM develops students' high-level cognitive processes, such as analysis, synthesis, evaluation, and creation (Falloon et al., 2020). Therefore, the STEM approach is suitable for honing students' CTS as the CTS requires processes of analysis, evaluation, feasibility, and reflection (Mutakinati et al., 2018;Khaeruddin & Bancong, 2022). Thus this high-level cognitive process is the core element of students' CTS (Heard et al., 2020).
The results of preliminary observations on students of MA Hasyimiyah Bancar showed that students' CTS in a uniform circular motion was relatively low. The students' background as native to the northern coast of Java makes them familiar with the traffics of the northern coast road (Jalur Pantura). Yet, unfortunately, they have difficulty when they have to explain the car motion when it turns left or right on a curved road based on uniform circular motion, even though they saw that phenomenon every day.
Students have difficulty in explaining the real phenomena because they still use naive understanding, and they are not used to analyzing more realistic and complex cases of circular motion (Pendrill, 2020;Pendrill et al., 2019;Volfson et al., 2020). In order to be able to explain the real phenomenon of uniform circular motion, students need critical thinking skills.
In the previous study, there are similar kinds of learning media that have been used, such as STEM-based learning video (Putri & Saehana, 2021), web-based laboratory for uniform circular motion (Yohandri et al., 2022), and cartoon animation of uniform circular motion (Ozdemir, 2022). The study on the use of STEM-based learning videos did not discuss the improvement of students' CTS, but the improvement of students' conceptual understanding (Putri & Saehana, 2021). The web-based laboratory for uniform circular motion study did not mention the effect of the implementation of the media on learning activity (Yohandri et al., 2022). Meanwhile, the study on the use of cartoon animation of uniform circular motion only discusses that it can initiate students' cognitive conflict without further discussing the students' CTS (Ozdemir, 2022). Therefore, a research on the effect of using STEM-based 3D-multimedia on students' critical thinking skills on the uniform circular motion material needs to be done, especially for the students from the northern coast of Java. It is because the research on the CTS of the students from this area is still lacking, especially in physics educationrelated studies.
Thus, the purpose of this study was to investigate the effect of using STEM-based 3D-multimedia on the CTS of students from the northern coast of Java on uniform circular motion material. Moreover, another goal is to describe how STEM-based 3D-multimedia can improve northern coast students' CTS.

II. METHODS
This study applies a pre-experimental research design. Research data was taken through one group pre-test post-test design.   Table 1 (Meltzer, 2002 analyzing possibilities and uncertainties, and 5) problem-solving and decision-making (Tiruneh et al., 2017). Table 3 shows the indicator of CTS used in this study.

III. RESULTS AND DISCUSSION
This study aims to investigate the effect of using STEM-based 3D-multimedia on the CTS of students. Based on the data analysis, the descriptive statistics of students' CTS before and after using STEM-based 3Dmultimedia are shown in Table 4.   Table 5. Bike II is going faster than bike I because B2 is bigger than A2 Student B (Point 2) Bike II goes faster because B2 is bigger than B1 Student B (5 Points) Bike II goes faster than bike I because the wheel arrangement B2 is bigger than A2. The bike I is slower because the wheel arrangement is reversed. B1 is smaller than A1 Student C (Point 3) Bike II will go faster because B2 is bigger than A2 Student C (5 Points) Bike II goes 4 times faster than bike I because B2 is twice as big as A2 F. R. Nurilma, E. Supriana, M. Diantoro | JPF | Volume 11 | Number 2 | 2023 | 193 -201 198 The CTS indicators that can be identified from students' answers are shown in Table 5.
As we can see, there is an increase in the scores of students A, B, and C on the post-test scores compared to the pre-test scores. Students A, B, and C were able to interpret the information contained in the question, and they were also able to give valid conclusions based on that information. In addition, student B could provide an analysis of arguments to support his answer by explaining why bicycle II can go faster and why bike I is slower. Meanwhile, student C provided a mathematical analysis to support his answer. Figure 3 shows the answer sheet of student C after completing question no. 2 in the post-test activity.
The findings show that the use of 3Dmultimedia when learning uniform circular motion, improves students' CTS quite effectively. The average increase in students' CTS after participating in learning using STEM-based 3D-multimedia is 56.1% This quantitative result is justified by CTS indicators that can be identified in the students' CTS test answers, as shown as in Table 5.
After the treatment, students could do reasoning, hypothesis testing and analyzing arguments well. The use of using STEMbased 3D-multimedia in this study can be seen in Figure 4.

IV. CONCLUSION AND SUGGESTION
Based on the analysis of the research data, it was found that using STEM-based 3Dmultimedia in uniform circular motion learning was quite effective (56.1%) in improving students' CTS. The students were able to interpret the information contained in the problem, make a valid conclusion based on the information provided, and they could make an analysis to support their arguments.
Therefore, it can be concluded that the students' critical thinking skills in uniform circular motion improved quite significantly after using the STEM-based 3D-multimedia.
This study has several weaknesses, such as the small number of research samples.
Therefore, a suggestion for future researchers is to conduct further research on the development of student CTS on the north coast of Java with a large number of samples so that the results obtained are more accurate.
Researchers also need to conduct research and development studies to find more effective learning media for improving students' CTS in uniform circular motion material.