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This study aimed to determine the effect of CPBL model on students' cognitive learning achievement of eleventh-grade science class at the coastal area in Yogyakarta. This study was quasi experimental study. All of eleventh grade science class at the coastal area in Yogyakarta as population. Sampling technique using cluster random sampling included 172 students of three high schools as the representative region of east, middle, and west coastal area (SMAN 1 Panggang, SMAN 1 Srandakan, SMA Negeri 1 Temon). The assessing of students’ cognitive learning achievement by using test instrument included 20 items on Digestive System material. Non-test technique uses observation method to determine the applicable syntax of CPBL model with scaffolding by using students’ worksheet. Research design uses the pretest-posttest non-equivalent group design. Experiment class using CPBL model with scaffolding included:1) environmental provisions; 2) problem restatement and identification; 3) explaining, reviewing, and restructuring; 4) peer teaching synthesis and solution formulation; 5) developing conceptual thinking; 6) generalization, closure, and internalization. Control group using the expository method. Data were analyzed using t-test with significant (5%). The results of the study showed CPBL model with scaffolding gave a positive effect on students’ cognitive learning achievement (0,00). Based on the results of the study can be concluded that CPBL model with scaffolding was influenced on students’ cognitive achievement. Keywords—CPBL model with scaffolding; students’ cognitive achievement; coastal area

The Effect of Cooperative Problem Based Learning (CPBL) Model with Scaffolding on Studentsr Cognitive Learning Achievement of Eleventh Grade Science Class at Coastal Area in Yogyakarta