Abstrak The purposes of this study are: (1) to find out the different influence between Contextual Teaching and Learning (CTL) and Problem Solving (PS) models towards students achievement in History subject, (2) ) to find out the different influence of high motivation and low motivation towards students achievement in History subject of Grade X Students of SMA  Negeri in Kubu Raya Regency, West Kalimantan, (3) to find out the positive influence of the interaction between cooperative learning model to the students’ motivation towards students achievement in history subject of Grade X Students of SMA  Negeri in Kubu Raya Regency, West Kalimantan.

The population of this study was the students of SMA Negeri in Kubu Raya Regency, West Kalimantan in 2016/2017. Multi Stage Cluster Random Sampling was used as the sampling technique. The sample of this study were Students of Grade X of SMAN 4 Sungai Raya as the first experimental group and the students of Grade X of SMAN 2 Batu Ampar as the second experimental group. This study used Factorial Design 2x2. The questionnaire and test were used as the instruments of collecting data in this study. The researcher used Two Tailed ANAVA with ? = 0,05 of level of significance to test the hypothesis.

The results of this study shown that (1) there is a difference students achievement in history subject was better by using Contextual Teaching and Learning (CTL) than Problem Solving (PS); (2) there is a difference Students achievement with high motivation was better than the low one; (3) there is no interaction between teaching models and learning motivation towards students achievement in history subject learning. The high motivation students had better achievement in history subject when using Problem Solving (PS) than high motivation students who learnt using Contextual Teaching and Learnig (CTL). Whereas, the low motivation students had better when using Contextual Teaching and Learning (CTL) than the low motivation students who learnt using Problem Solving (PS).

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