Universal Journal of Educational Research Vol. 9(5), pp. 1044 - 1054
DOI: 10.13189/ujer.2021.090517
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Students Perception on Physics Learning Interactions

Perdy Karuru 1,*, Patta Bundu 1, Anshari 2, Hamsu Abdul Gani 3
1 Department of Educational Science, Universitas Negeri Makassar, Indonesia
2 Department of Language and Literature, Universitas Negeri Makassar, Indonesia
3 Department of Engineering, Universitas Negeri Makassar, Indonesia


This study aimed to determine how the students' perceptions of the interaction form of learning Physics in Junior High Schools. The research data sources were 104 teachers and 70 students who were taken by purposive sampling technique. Data collection techniques included observation, interviews, questionnaires, and documentation. Observations were made to describe the results of the analysis of teachers and students' behaviour in physics science learning. Interviews were conducted to determine interactions in learning Science Physics. Data about students' perceptions of learning interactions used a questionnaire. Meanwhile, the documentation technique is used to collect data from archives and documents related to this research. The data obtained through interviews were analyzed by data reduction, data presentation, and concluding, while data obtained through questionnaires were analyzed through editing, scoring, and tabulating. The study results found that the form of learning interaction desired by students in junior high school was learning that combined interactions between teachers and students, students with other students, students with media/learning resources, students with their groups, and groups with other groups. This can be seen from the strength of students' perceptions of three-way or more powerful interactions with a contingency coefficient value of p = 0.9313. In addition, in this study, data obtained that of the 70 respondents there were 93.3 - 100% of students when three or more interactions were used in learning Physics in Junior High Schools. However, according to teachers and students, the use of one-way and two-way interactions is also essential to use during the learning process to deliver new concepts that are not yet / difficult for students to understand, or the limited learning tools/media, or heterogeneous characteristics of students. The teacher has not correctly understood the steps of student-centered learning, such as the contextual approach and the constructivist approach.

Students' Perceptions, Interaction, Learning Physics Science

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Perdy Karuru , Patta Bundu , Anshari , Hamsu Abdul Gani , "Students Perception on Physics Learning Interactions," Universal Journal of Educational Research, Vol. 9, No. 5, pp. 1044 - 1054, 2021. DOI: 10.13189/ujer.2021.090517.

(b). APA Format:
Perdy Karuru , Patta Bundu , Anshari , Hamsu Abdul Gani (2021). Students Perception on Physics Learning Interactions. Universal Journal of Educational Research, 9(5), 1044 - 1054. DOI: 10.13189/ujer.2021.090517.