Penelitian ini merupakan penelitian kuantitatif menggunakan quasi eksperimental desain, yang dilaksanakan di kelas IV UPTD SDN Tengket 2 Kecamatan Arosbaya dengan jumlah siswa adalah 52. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Means Ends Analysis terhadap motivasi dan hasil belajar matematika siswa kelas IV UPTD SDN Tengket 2. Teknik pengumpulan data yang digunakan adalah tes dan angket. Berdasarkan hasil perhitungan uji hipotesis menggunakan uji t dua sampel independen, data motivasi belajar siswa sebelum pembelajaran diperoleh thitung = 0,037 < ttabel = 2,009 sehingga Ho1 diterima, sedangkan pada data motivasi belajar siswa setelah pembelajaran diperoleh thitung = 2,021 > ttabel = 2,009 sehingga Ho1 ditolak dan Ha1 diterima, artinya ada perbedaan yang signifikan sehingga dapat disimpulkan bahwa model pembelajaran Means Ends Analysis berpengaruh siginifikan terhadap motivasi belajar matematika siswa kelas IV UPTD SDN Tengket 2. Hasil perhitungan uji t dua sampel independen diperoleh data pre-test dengan thitung = -0,283 < ttabel = 2,009 sehingga Ho2 diterima, sedangkan pada pos-test diperoleh thitung = 2,098 > ttabel = 2,009 sehingga Ho2 ditolak dan Ha2 diterima, artinya ada perbedaan yang signifikan sehingga dapat disimpulkan bahwa model pembelajaran Means Ends Analysis berpengaruh siginifikan terhadap hasil belajar matematika siswa kelas IV UPTD SDN Tengket 2. Kata Kunci: Means Ends Analysis, Motivasi, Hasil Belajar.

This research is a quantitative study using quasi experimental design, carried out in class IV UPTD Tengket 2 Elementary School Arosbaya District with the number of students is 52. This study aims to determine the effect of learning model Means Ends Analysis on motivation and mathematics learning outcomes of fourth grade UPTD Elementary School Tengket 2. The data collection techniques used are tests and questionnaires. Based on the results of the calculation of hypothesis testing using two independent samples t test, data on student learning motivation before learning obtained tcount = 0.037 < ttable = 2.009 so that Ho1 is accepted, while the data on student motivation after learning obtained tcount = 2.021 > ttable = 2,009 so that Ho1 is rejected and Ha1 is accepted, meaning that there is a significant difference so it can be concluded that the learning model Means Ends Analysis has a significant effect on motivation to learn mathematics in grade IV UPTD SDN Tengket 2. The t-test results of two independent samples obtained data pre-test with tcount = -0,283 < ttable = 2,009 so that Ho2 is accepted, while on post-test obtained tcount = 2,098 > ttable = 2,009 so that Ho2 is rejected and Ha2 is accepted, meaning that there is a significant difference so it can be concluded that the model learning Means Ends Analysis has a significant effect on the mathematics learning outcomes of the fourth grade students of the UPTD SDN Tengket 2. Keywords: Means Ends Analysis, Motivation, Learning Outcomes.

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