The purposes of this research are to test: (1) whether the students who were taught by using jigsaw type got better achievement in mathematics than those who were taught using conventional model, (2) whether the students who had high learning motivation got better achievement than the students who had average learning motivation, and whether the students who had average learning motivation got better achievement than the students who had low learning motivation, (3) the significance of interaction effect between learning model and learning motivation toward the achievement in mathematics.The research method applied is eksperimental method with factorial design 2×3. This research subject is the student of class VIII of SMPN 2 Winongan and SMPN 1 Lumbang Pasuruan Regency. In the process of the experiment, the experimental group was given mathematics lesson using jigsaw cooperative learning model while the control group was using conventional model. Both groups were given a learning motivation enquette and a pretest previously. After the experiment was conducted, both groups were given achievement test of mathematics. Then, the data was analyzed using two ways Anava then continued with Tukey test. The result of data analysis showed that: (1) the students who were taught by using jigsaw type got better achievement in mathematics than those who were taught using conventional model, (2) the students who had high learning motivation got better achievement than the students who had average learning motivation, and the students who had average learning motivation got better achievement than the students who had low learning motivation, (3) there is interaction effect between learning model and learning motivation toward the achievement in mathematics. As the conclusion, teachers, especially mathematics teachers can apply this jigsaw cooperative learning model as one alternative to increase student’s achievement. Moreover, teachers are expected to increase their student’s learning motivation.