Analysis of students interaction on technology based Conceptual Change Text (CCT) in physics classroom

Abstract

This study aimed to analysis the interaction of student-students, students-teacher, students-material and students-learning media on Technology Based Conceptual Change Text in physics classroom. The analysis based on the frequent students interaction and was supplemented by qualitative (descriptive) data. Observation sheet was used to collected data of student-students interaction, student-teacher and student-learning media interaction. In addition, the research used student's worksheet to collect data of student with material interaction. The finding show that there was improvement of the frequent students interaction from the first cycle to third cycle. These finding indicated that use of Technology Based Conceptual Change Text Approach in physics classroom allows for adequate students interaction with material, learning media and with other students. The result of this study can serve as reference for future studies on students interaction in physics classroom, especially using Technology Based Conceptual Change Text.