In the era of development of science and technology until 2019 it has become increasingly sophisticated and makes life easier for humans. This progress has led to increasingly sophisticated technology with the intention of making life easier, practical, efficient and not experiencing much difficulty. But the development of these technologies, have positive and negative impacts. Positive impacts such as convenience, while negative impacts such as air pollution. Contamination of pollutants into the air resulting from factory activities, power plants and motor vehicles spread to the environment. This substance is very damaging to the environment which causes the air we breathe to be polluted and very influential on health. This study aims to describe the process of spreading pollutant concentrations in the air originating from factory chimney fumes. Pollutants that spread in the air can be modeled with the dispersion gauss model which is processed using the MATLAB programming language. The expected results from modeling are the distance of the highest pollutant concentration area and the range of pollutant coverage that spread, so that later will be done variations of the effective height of the chimney emission (H) to get results that vary according to the height of the chimney.

Penelitian ini bertujuan untuk melihat gambaran perbandingan motivasi belajar pada saat belajar daring dan belajar tatap muka setelah pasca pandemic covid berakhir. Wabah penyakit covid-19 merupakan keadaan diluar prediksi telah membawa perubahan yang mendesak di berbagai sektor kegiatan diantaranya pada dunia pendidikan. Hal tersebut mempengaruhi kebijakan untuk diterapkan pada dunia pendidikan dengan merubah pembelajaran yang harus datang ke kelas menjadi cukup di rumah saja. Banyak tantangan penerapan pembelajaran secara daring yang didapatkan pada saat pandemic covid ini, salah satunya motivasi belajar. Motivasi belajar cenderung akan muncul dengan baik jika adanya interaksi langsung antara pendidik dengan peserta didiknya. Pembelajaran daring dilakukan dengan menggunakan aplikasi zoom, google meet, google classroom dan whatsapps yang proses pembelajarannya secara virtual. Banyak peserta didik hanya cuma mengikuti tetapi tidak memahami karena tidak adanya motivasi belajar. Sehingga diperlukan solusi untuk mengembalikan motivasi belajar. Pembelajaran tatap muka adalah solusi untuk meningkatkan motivasi belajar. Dengan dilaksanakannya kembali pembelajaran tatap muka terbatas yaitu dengan tetap menerapakan protocol kesehatan akan meningkatkan motivasi belajar. Sehingga pada penelitian ini didapatkan hasil dari perbandingan dari pengaruh pembelajaran secara daring dengan pembelajaran tatap muka didapatkan bahwa penerapan pembelajaran tatap muka menyebabkan meningkatnya motivasi belajar.

This study aims to look at a comparative description of learning motivation during online learning and face-to-face learning after the end of the Covid pandemic. The Covid-19 disease outbreak is a situation beyond predictions that has brought urgent changes in various sectors of activity including in the world of education. The development of the virus quickly spread throughout the world. This affects policies to be implemented in the world of education by changing learning that has to come to class to be sufficient at home. With the government's advice to stay at home and always keep a distance and learning is done online so that it has a decreasing impact on learning outcomes. This activity has been going on for about 2 years which has resulted in a drastic decline in learning motivation. Online learning is less able to motivate students whose interactions are online using zoom, Google Meet, Google Classroom and WhatsApp between educators and students virtually. To increase learning motivation, namely by re-enacting face-to-face learning at school. At this time, face-to-face learning has been allowed again, so that this research can be carried out. This research needs to be done to see changes in student motivation. Where it is hoped that there will be a comparison of learning motivation, where learning motivation by face-to-face learning increases when compared to online learning.