<![CDATA[Tujuan penelitian ini, untuk mendeskripsikan pengaruh langsung maupun tidak langsung dari model PBL dan interaksi terhadap prestasi melalui sikap. Penelitian ini menggunakan pendekatan kuantitatif. Penelitian ini telah dilaksanakan di MTs Darusshalihin NW Kalijaga. Sampel diambil secara acak, terpilih kelas VIII sebanyak 46 siswa. Teknik analisis data yang digunakan yaitu analisis jalur. Hasil penelitian menunjukkan: model PBL tidak berpengaruh langsung terhadap sikap (P = 0,130 > 0,05), interaksi tidak berpengaruh langsung terhadap sikap (P = 0,062 > 0,05), model PBL tidak berpengaruh secara langsung terhadap prestasi (P = 0,736 > 0,05), interaksi tidak berpengaruh langsung terhadap prestasi (P = 0,736 > 0,05), dan sikap tidak berpengaruh secara langsung terhadap prestasi (P = 0,297 > 0,05). Selain itu, interaksi teman sebaya berpengaruh secara tidak langsung melalui sikap matematis siswa sebesar 0,028 terhadap prestasi matematika siswa, dan model PBL berpengaruh secara tidak langsung melalui sikap matematis sebesar 0,026 terhadap prestasi matematika siswa. This study aims to describe the direct and indirect influence of the PBL model and interactions on achievement through attitudes. This study is quantitative. The population is all of the students of the junior high school, and the sample is class VIII which consists of 46 students. The instruments used in data collection were questionnaires and tests. Data were analyzed using path analysis. The results showed: that the PBL model had no direct effect on mathematical attitudes (P = 0.130 > 0.05), peer interaction had no direct effect on students' mathematical attitudes (P = 0.062 > 0.05), the PBL model had no direct effect on students' mathematics achievement (P = 0.736 > 0.05), peer interaction has no direct effect on students' mathematics achievement (P = 0.736 > 0.05), and students' mathematical attitudes have no direct effect on students' mathematics learning achievement (P = 0.297 > 0.05). Apart from that, peer interaction has an indirect influence on students' mathematical attitudes of 0.028 on students' mathematics achievement. The PBL model has an indirect effect through mathematical attitudes of 0.026 on students' mathematics achievement.]]>
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