The rapid increase of technological consumption in many aspects has left educational institutions a great demand to apply it, including higher education. At higher education, the lecturers generally undertake the teaching and learning process out of class. In this case, one possible approach to facilitate this distant learning is through virtual classroom (online learning). The potential use of online learning rises the needs towards how it should be designed. Thus, this paper attempts to discuss about designing online learning that can help enhance student learning and make them engage with the content. An example of classroom implementation was depicted from Mathematics course. The data were collected through an analysis of developmental study conducted at two Indonesian universities. The results of this study indicate that there are four main concerns in designing constructive online learning (1) course arrangement; (2) content appearance; (3) collaborative and interactive; and (4) well-timed response.

This research aims to describe the initial ability of critical thinking, of high school students in Surakarta on static fluid. This study is part of the learning tools development study to improve critical thinking ability. The critical thinking skills test is compiled into ten questions. The analyzed critical thinking skills are students' critical thinking abilities before a model is applied that is expected to develop a student's critical thinking skills. This research includes descriptive research. The subjects of this study were 35 students of Class XI in SMA Negeri 7 Surakarta. The data collection methods used are test methods. Data analysis techniques use quantitative descriptive analysis. The results showed that the achievement of critical thinking in the analysis aspect with sub-skills of detecting arguments and analyzing arguments was 41,75%. The inference aspect with sub-skills of making a logical conclusion was 29,25%. The interpretation aspect with sub-skills of classifying the meaning was 44,1 %. The explanation aspect with sub-skills of stating re-sults, justifying procedures, and presenting arguments was 57,7%. And the evaluation aspect with sub-skills of assess the credibility and assess the quality of arguments was 24,65%. These results show that students' critical thinking skills are still low, especially in evaluation aspects.

This research aims to determine whether there are differences in student learning outcomes taught with the Problem Based Learning model assisted by iSpring Suite 10 media and PowerPoint on chemical equilibrium material. This research method uses quantitative research methods. This research was conducted at SMA Negeri 4 Medan, where the population in this study were all students of class XI IPA. The samples used in this study were two classes determined by the purposive sampling technique. The samples in this study were XI IPA 5 class as the first experimental class taught with the Problem Based Learning model assisted by iSpring Suite 10 media and XI IPA 7 class as the second experimental class taught with the Problem Based Learning model assisted by PowerPoint media. This research was conducted by research stages: 1) Giving a pretest, 2) The learning process, and 3) Giving a posttest. This study uses test instruments in the form of multiple choice questions as many as 20 questions that have met the requirements. The results of the research data analysis obtained the average student learning outcomes in experimental class I pretest value (44,16) and posttest value (82,08) with an average increase in learning outcomes of 69,47%, and the average student learning outcomes in experimental class II pretest value (43,88) and posttest value (76,81) with an average increase in learning outcomes of 61,28%. The average difference in student learning outcomes (posttest scores) of the two experimental classes was obtained by 5,278. Hypothesis testing was carried out with a two-party t-test and obtained sig. (0,04) < ∝ (0,05) so that the results show that Ha is accepted and H0 is rejected, which means that there is a difference in the average learning outcomes of students taught with iSpring Suite 10 media and PowerPoint on chemical equilibrium material. Based on the results and discussion of this study, it can be concluded that the use of learning media can have an impact on student learning outcomes. The use of iSpring Suite 10 learning media is better than PowerPoint.