<![CDATA[Abstract. In mathematics learning, giving abstract symbols by the teacher is very boring for most students. Teachers still find it difficult to integrate and implement contexts and culture-based media in the learning process in elementary schools. Low achievement in mathematics learning is caused by ineffective models used by teachers causing difficulties in understanding the material so that student learning achievement becomes low. This study aims to determine the effectiveness of Problem Based Learning (PBL) and PBL learning models modified with an ethnomathematical approach to scale material. The population of this study amounted to 42 students who were divided into two classes, namely the experimental class (VA) and the control class (VB). The sampling technique used in this study was saturated sampling. The data collection technique used is a test. Data analysis conducted in this study is normality test, homogeneity test, and z test. The results showed that the average experimental class posttest result was 75.45 while the average control class posttest result was 62 and the calculation results of the hypothesis test using the z test, obtained the value with = . So it can be concluded that the learning achievement of students who are subjected to the Problem based learning (PBL) learning model with an ethnomathematical approach is better than the Problem based learning (PBL) learning model. Keywords: Problem Based Learning (PBL), Ethnomathematics, Student achievement ]]>
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