<![CDATA[ AbstractThe study aimed to determine the possitive effect of learning style and learning motivation on mathematics learning outcomes to fifth grade students of public elementary schools in Kepatihan cluster Kebumen sub-district in academic year of 2019/2020. The research was quantitative correlational study. The population and samples were 155 fifth grade students of public elementary schools in Kepatihan cluster. Sampling technique was non probability sampling which was saturation sampling. Data anaylisis used two-way analysis of variance with 2 x 2 factorial design. The results showed that: (1) there was positive effect of learning styles on mathematics learning outcomes that auditory learning styles were better than visual learning styles with F value = 4.427 > F tabel = 3.11 and sig = 0.038 < 0.05. The mean value of visual learning styles was 75.12 < 79.67 of auditory styles and the contribution of learning styles to mathematics learning outcomes was 2.37%; (2) there was positive effect of learning motivation on mathematics learning outcomes that high learning motivation was better than low learning motivation with F value = 16.885 > F tabel = 3.11 and sig = 0.000 < 0.05. The mean value of high learning motivation was 81.83 > 72.95 of low motivation and the contribution of learning motivation to mathematics learning outcomes is 9.93%. Keywords: learning style, learning motivation, mathematics AbstrakPenelitian ini bertujuan untuk mengetahui adanya pengaruh positif gaya belajar dan motivasi belajar terhadap hasil belajar matematika siswa kelas V SDN se-Gugus Kepatihan Kecamatan Kebumen Tahun Ajaran 2019/2020. Penelitian ini menggunakan penelitian kuantitatif dengan metode korelasi. Populasi dan sampel adalah 155 siswa kelas V SDN se-Gugus Kepatihan dengan teknik non probability sampling jenis sampling jenuh. Analisis data menggunakan analisis varian dua jalur dengan rancangan faktorial 2 x 2. Hasil penelitian menunjukkan bahwa (1) terdapat pengaruh positif gaya belajar terhadap hasil belajar matematika; gaya belajar auditorial lebih baik daripada gaya belajar visual dengan nilai F hitung = 4,427 > F tabel = 3,11 dan nilai sig = 0,038 < 0,05. Nilai rata-rata gaya belajar visual = 75,12 < auditorial = 79,67 dan sumbangan efektif gaya belajar terhadap hasil belajar matematika sebesar 2,37 %. (2) terdapat pengaruh positif motivasi belajar terhadap hasil belajar matematika; motivasi belajar tinggi lebih baik daripada motivasi belajar rendah dengan nilai F hitung = 16,885 > F tabel = 3,11 dan nilai sig = 0,000 < 0,05. Nilai rata-rata motivasi tinggi = 81,83 > motivasi rendah = 72,95 dan sumbangan efektif motivasi belajar terhadap hasil belajar matematika sebesar 9,93 %. Kata kunci: gaya belajar, motivasi belajar, matematika ]]>
