Abstract. Humanity is currently in deep sadness due to the outbreak of Coronavirus Disease (Covid-19) which has hit almost all parts of the world. Indonesia spontaneously implemented policies of learning from home, working from home, and worshiping at home. One of the learning methods used by the Indonesian education system is online or the abbreviation for the network. Online or online is a learning method that is carried out online. While online courses are courses that are wholly or partly held online or online, using learning management. Learning methods used in the learning process affect student motivation or interest in participating in the learning process. Modifying the learning process so that it attracts student attention will increase student motivation to learn even in the covid 19 pandemic conditions. This study used a pre-experimental design with a descriptive correlation design with a cross-sectional approach. The population in this study were all students in University Semarang. Sampling using the accidental sampling technique with 103 respondents and using t-test data analysis. Based on the influence test using the Paired sample T-test, it was found that the correlation of the Effect of Online Learning Methods on Student Learning Motivation had a significance of p = 0.000 < 0,05. Thus it can be concluded that there is a significant effect of online learning methods on Student Motivation in University Semarang.
Keywords: Online Learning, Motivation, Students, COVID 19
 
Abstrak. Umat manusia saat ini sedang berada dalam kesedihan mendalam akibat mewabahnya Coronavirus Disease (Covid-19) yang melanda hampir di seluruh belahan dunia. Indonesia spontan menerapkan kebijakan belajar dari rumah, bekerja dari rumah, dan ibadah di rumah. Salah satu metode pembelajaran yang digunakan sistem pendidikan diindonesia adalah daring atau singkatan dari dalam jaringan. Daring atau dalam jaringan adalah metode pembelajaran yang dilakukkan secara online. Sedangkan mata kuliah daring adalah mata kuliah yang seluruh atau sebagiannya diselenggarakan secara daring atau online, dengan menggunakan learning management. metode pembelajaran yang digunakan dalam proses pembelajaran mempengaruhi motivasi atau minat mahasiswa dalam mengikuti proses pembelajaran tersebut. Memodifikasi proses pembelajaran hingga membuat menarik perhatian mahasiswa akan meningkatkan motivasi belajar mahasiswa meskipun dalam kondisi pandemi covid 19 sekalipun. Penelitian ini menggunakan metode Pre-Eksperiment Design dengan rancangan Deskriptif Korelasional dengan pendekatan Cross Sectionall. Populasi dalam penelitian ini adalah seluruh mahasiswa Universitas Semarang. Pengambilan sampel menggunakan tehnik accindental sampling dengan 103 respondens serta menggunakan analisis data uji t. Berdasarkan uji pengaruh menggunakan Paired sample T- test didapatkan bahwa correlastion dari Pengaruh Metode Pembelajaran Daring Terhadap Motivasi Belajar Mahasiswa memiliki signifikansi p = 0,000 < 0,05. dengan demikian dapat disimpulakan adanya pengaruh yang signifikan metode Pembelajaran daring Terhadap Motivasi Belajar Mahasiswa Universitas Semarang.
Kata kunci: Pembelajaran Daring, Motivasi, Mahasiswa, COVID 19

Abstract. The use of the Sociodrama learning method is a proposed solution to improve student learning outcomes in Social Sciences. To prove that this model can improve students' understanding, Classroom Action Research is carried out by carrying out the learning process with the Sociodrama method, which is carried out on students in class 9B SMPN 16 Bogor. The purpose of this study is to increase student motivation in learning, create a comfortable and happy atmosphere in the learning process, improve student learning outcomes and teacher skills in using various learning methods. This research was carried out in 2 cycles with activities consisting of (1) Planning, namely making learning tools (RPP), observation sheets, test questions, (2) Action (classroom teaching and learning), (3) Observation (assessment by collaborators during KBM) and (4) Reflection (discussing weaknesses and strengths during KBM between teaching teachers and collaborators). The data were obtained from the results of pre-test and post-test and assessment of collaborators/observers. The second cycle is carried out by re-practicing sociodrama which has been equipped with sociodrama scripts. Based on the data obtained from the results of this study, it proves that the use of the sociodrama method can improve student learning outcomes. It is proven by the class average value which at the beginning of 45.81 increased to 74.46. Because of this.
Keywords: Sociodrama Method, History Learning Outcomes