Contructive learning is defined as an active learning process where students’ construct their knowledge, concept and ideas based on their prior knowledge. Students’ motivation to learn is defined as a psychological energy within the indivual student which then arouses the act of learning and learning activities. The purpose of this research is to prove whether or not there is a correlation between students’ perception on appliend concept of contructive learning by teachers’ and students’ motivation to learn. The independent variable in this study is students’ perception on applied concept of contructive learning by teachers’. The dependent variable in this study is students’ motivation to learn. The subjects involved in this research are students’ in their third year at SMU 6 Yogyakarta, age 17-19 years old, male and female, undertakes the subject of science registered in the school. The data was analyzed by the product moment technique, meanwhile observation and interviews were analyzed by means oh qualitative methods. The result of this research verifies that there is a very significant correlation between the independent and dependent variable. Whereas the coefficient correlation results are r = 0,367 and p = 0,000. This indicates that the result between two variable involved are very significant because p ‹ 0,05.

Keywords : constructive learning concept, students’ learning motivation

Gagnon, George W. Jr. and Michelle Collay. (1996). Teachers' Perspectives on a Constructivist Learning Design. Diperoleh pada 19 Oktober 2001 dari World Wide Web: http://www.prainbow.com/cld/clds.html Hadi, S dan Pamardiningsih. 2000. Seri Program Statistik 2000. Yogyakarta

Moegiadi, Tangyong, A.F and Gardner, R., 1994. The Active Learning through Professional Support Project in Indonesia. Dalam A. Little., W. Hoppers dan R. Gardner (Eds.). Beyond Jomtien : Implementing Primary Education for All (hal. 45-67). London : Macmillan.

Murphy, Elizabeth. (1997). CONSTRUCTIVISM: From Philosophy to Practice. Diperoleh pada 17 Oktober 2001 dari World Wide Web: Mustaqim dan Wahib A. 1991. Psikologi Pendidikan. Jakarta : PT Rineka Cipta

Page, M. 1990. Active Learning: Historical and Contemporary Perspectives. Unpublished doctoral paper : University of Massachusetts. ERIC Document ED. 338-339.

Pardjono. 1999. The Implementation of Student Active Learning in Primary Mathematics in Indonesia. Unpublished Doctor of Philosophy Dissertation : Deakin University, Melbourne : Australia

Pardjono. 2000. Konsepsi Guru tentang Belajar dan Mengajar dalam Perspektif Belajar Aktif. Jurnal Psikologi. No. 2, 73-83. Yogyakarta : Fakultas Psikologi UGM

Prayitno, E. 1999. Motivasi dalam Belajar. Jakarta : Departmen Pendidikan dan Kebudayaan

Raka Joni, T. 1993. Cara Belajar Siswa Aktif : Acuan Konseptual Peningkatan Mutu Kegiatan Belajar Mengajar. Dalam C.R Semiawan dan T. Raka Joni (Eds.). Pendekatan Pembelajaran : Acuan Konseptual Pengelolaan Kegiatan Belajar – Mengajar di Sekolah. Jakarta : Konsorsium Pendidikan.

Sardiman., A.M. 1994. Interaksi dan Motivasi Belajar Mengajar.Pedoman bagi Guru dan Calon Guru. Jakarta : PT Raja Grafindo Persada.

Shalahuddin, M. 1990. Pengantar Psikologi Pendidikan. Surabaya : PT Bina Ilmu

Soedjadi. 1994. Orientasi Kurikulum Matematika Sekolah di Indonesia Abad 21. Jakarta : Grasindo.

Sutherland, P. 1992. Cognitive Development Today : Piaget and His Critics. London : Paul Chapman Publishing Ltd.

Yulaelawati, E. 1995. New Ways of Science Teaching: The Active and Professional Support Project. ERIC Document ED. 391 692

Zakaria, M.J. 2002. Pengujian Instrumen Persekitaran Pembelajaran Konstruktivis dalam Mata Pelajaran Matematik di Sekolah Menengah. Jitra, Kedah, Malaysia : Institut Perguruan Darulaman

------------, 2002. Pentingnya Transformasi Pendidikan. Persma Edisi 03/III/2002.Universitas Ahmad Dahlan : Yogyakarta