**4.1 One to one interaction**

Active involvement of students during instructions makes the learning meaningful. In active learning, students apply their minds to get new ideas, crack problems, and use the knowledge they have gained. Doing more instead of mere listening to lectures by the students is followed in active learning process. Interaction in the class only makes it possible for the learners to resolve the assigned problems through logical, systemic and structural thinking process [4, 5]. Online classes do not provide the scope for one two one interaction resulting inability of students to solve the problems in the class. Low level of interaction could be a reason for the decreased student learning outcomes achievement in the Covid-19 pandemic.

It is imperative for the learners to have an understanding and interpretation of definitions and theorems. Learner should acquire the skills to become independent in analyzing and applying statements in problem solving. Learners go through and use the available information [6, 7].

Calculations in kinetics and posology related to proof is not easy to be resolved by students. Cirillo and Herbst have reported that students find it difficult in writing premise and statement for proving in Geometry material [8], along with structuring substantiations, it seems the presence of instructor by the side of students makes the learning easy. In addition, research by Miyazaki, Fujita, Keith [9, 10] also on Geometry material shows that the using of open problems encourages students' understanding of the structure of evidence by providing various assumption relationships with their conclusions. The completion of a proof presented in the Real Analysis book does not provide a clear explanation of the reasoning process, so that students do not understand the analysis of their thinking if there is no interaction in class. This affects student learning outcomes.
