Abstract—After the pandemic, lectures can be held fully face-to-face and need to develop by mixing online and face-to-face learning by considering various aspects such as the nature of the course, student conditions, and so on. It is necessary to evaluate online learning by looking at the obstacles faced by students during online learning and comparing student’s learning motivation in online and face-to-face learning. The research’s purpose is to see the differences in students’ learning motivation to learn Abstract Algebra during face-to-face and online lectures and the obstacles students face during online lectures using Microsoft Teams and Moodle. Research methods by quantitative methods. Data was collected from 31 mathematics education students by questionnaires and closed interviews. Student motivation data is processed using non-parametric tests with Wilcoxon test and closed interviews on the difficulties and obstacles faced by students during online learning analyzed descriptively. The results showed that there was no difference in students’ motivation to learn Abstract Algebra online and face-to-face, despite many obstacles faced by students and students preferred face-to-face lectures. Students realize these courses are important because are their foundation in teaching school mathematics and they are also concerned with their learning outcomes. The obstacles experienced by students during online lectures are limited communication with lecturers and classmates, not easy to understand the material because limited to ask questions, limited devices, and internet connection. In future learning, students’ needs are to provide students with space to grow in their knowledge and attitudes which can help them to be able to interact with lecturers and other students.

Keywords—learning difficulties, online learning, learning motivation