The preliminary study of learning interaction in physics concepts for developing e-learning to promote students' critical thinking

Abstract

Interaction has become one of the important strategies in e-learning for teaching the students to think critically when they conveying their ideas and to make them become more proactive. This paper describe interaction in physics concept between student-student, student-teacher, and student-content. Data were collected through three times observed e-learning system in physics course. Data were analyzed by using quantitative descriptive technique. Based on the results of data analysis, it was concluded that generally interaction in physics concept can be categorized on low category, student-student 14 %, student-content 38% and student-teacher 25%. The interaction result will be used as a reference to develop e-learning design in the physics learning context and it will be used to promote students critical thinking.