Learning procces in all of the aspect depends on te condition of learning motivation, emotional maturity, and student’s learning achievement.Those three components must be had by the students to follow the learning process well. In fact, the education nowadays mainly put cognitive aspect which can be seen from the learning approach that ignore the psychology dimension as learning element. This study aims at obtaining empirical proofs about the implementation of cooperative learning model type outdoor as well as revealing its effect on the learning motivation, emotional maturity and IPA (science subjects) learning achievement of Junior High School students in Bantul Regency of Yogyakarta. The hypothesis which is tested in this study is that there is a significant correlation between cooperative learning model towards the learning motivation, emotional maturity, and IPA learning achievement of Junior High School students in Bantul Regency of Yogyakarta. The research is a combination of quantitative and qualitative (Mix Methods). The sampling technique used was cluster random sampling. The sample selected were 150 students of SMP N 2 Banguntapan, SMP Muhammadiyah Banguntapan and SMP Binajaya Bantul. The measurement tool used to collect the data out of the cooperative learning model , learning motivation and emotional maturity was in the form of scale. Meanwhile, the IPA students’ learning achievement was obtained from the students’ Mid-Semester Test result. All the gathered data was then analyzed by using descriptive statistic and regression analysis. Hypothesis testing shows that: 1) Cooperative learning method is categorized as high, with average score of 72,78. 2) Learning motivation is categorized as high, with average score of 75,65. 3) Emotional maturity is categorized as high, with average score of 79,69. 4) IPA learning achievement is categorized as high, with average score of 75,36. There is a significant correlation between cooperative learning model type outdoor towards learning motivation, constituting 0,992 or 99,2%, the rest 0,8% is influenced by other variables outside the study. There is a significant correlation between cooperative learning model towards emotional maturity, which is 0,253 or 25,3%, the rest 74,7% is affected by other variables outside the study. There is a significant correlation between cooperative learning model towards learning achievement, which is 0,881 or 88,1%, the rest 11,9% is affected by other variables outside the study. This regression analysis proves that the effect of cooperative learning model towards xiii learning motivation, emotional maturity and science learning achievement is statistically upon the significancy level of 5%. Therefore, the result of this study showed that the cooperative learning with out is able to cope the three main barriers in learning which were enlisted in this study as learning motivation, emotional maturity, and science learning achievement. It means that good implementation of cooperative learning model will have a positive impact on the learning motivation, emotional maturity and IPA learning motivation of Junior High School students in Bantul Regency of Yogyakarta.