Mindfulness Based Stress Reduction (MBSR) Learning Strategies in Optimizing Students' Concentration and Social Skills in Elementary School

Abstract

This study aims to analyze the application of Mindfulness Based Stress Reduction (MBSR) learning strategies in optimizing students' concentration and social skills at SD Negeri 12 Tanah Luas. The background of this research departs from the problem of low student learning focus and the tendency to emerge social behavior that is less adaptive in daily learning activities. MBSR as a fully conscious approach is believed to be able to help students manage attention, emotions, and social interactions more positively. This study uses a qualitative approach with a descriptive study design. The subjects of the study include classroom teachers, students, and principals as key informants. Data collection techniques are carried out through observation, in-depth interviews, and documentation. Data were analyzed using Miles & Huberman's interactive model that included data reduction, data presentation, and conclusion drawn. The results of the study showed that the implementation of MBSR was carried out through several stages, such as mindful breathing exercises, body scans, mindful listening, and self-reflection at the end of learning. Based on the results of observations and interviews, MBSR has been proven to be able to increase students' concentration through strengthening self-regulation, increasing awareness of learning activities, and the ability to focus longer on the subject matter. In addition, students' social skills also develop, characterized by more polite communication skills, empathy, cooperation, and reduced conflicts between students. The implementation of MBSR also creates a calmer, conducive, and supportive learning atmosphere. This study concludes that MBSR is an effective learning strategy to improve the concentration and social skills of elementary school students. The implications of this study emphasize the need for training for teachers in implementing MBSR regularly and the integration of mindfulness in school habituation activities.