<![CDATA[This study was motivated by the low level of students’ learning concentration in Aqidah Akhlak instruction at an Islamic senior high school integrated with a pesantren (Islamic boarding school) system. The issue of learning concentration in Islamic Religious Education has received considerable scholarly attention, indicating that both internal and external factors significantly influence students’ focus and engagement in learning (Ramadhani, 2024; Wardani et al., 2022). The complexity of students’ activities, encompassing both formal academic responsibilities and intensive boarding school routines, necessitates a learning approach that goes beyond mere knowledge transfer and emphasizes the development of self-awareness, attention regulation, and reflective internalization of Islamic values. In this regard, mindful learning has been shown to enhance students’ focus and concentration through the cultivation of present-moment awareness in instructional settings (Rizka dkk., t.t.), and it can be contextualized within Islamic spiritual values such as muraqabah and dhikr (Khoirunisa dkk., 2025) Therefore, this study aims to improve students’ learning concentration through the implementation of a Mindful Learning model based on reflection of Islamic values among eleventh-grade students at MA Plus Sunan Drajat 7 Palang. This research employed a Classroom Action Research (CAR) design conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The research subjects were eleventh-grade students in the Aqidah Akhlak subject. Data were collected through observation, learning concentration questionnaires, interviews, and documentation. Data analysis was conducted using both descriptive quantitative and qualitative approaches to examine the improvement of students’ learning concentration across each cycle. The intervention implemented a Mindful Learning syntax integrated with reflection on Islamic values, including spiritual grounding (strengthening intention and brief dhikr), focused awareness activities, conscious exploration of learning materials, reflection through muraqabah, tafakkur, and muhasabah, and the integration of meaning into daily life. The findings indicate a progressive improvement in students’ learning concentration in each cycle, reflected in increased attention focus, sustained engagement, improved distraction control, and active participation in learning activities. Additionally, students’ spiritual reflection quality improved, as evidenced by deeper reflective responses and positive changes in learning attitudes. In conclusion, the implementation of Mindful Learning based on reflection of Islamic values through a Classroom Action Research approach proved effective in enhancing students’ learning concentration while strengthening the integration of cognitive and spiritual dimensions in Aqidah Akhlak instruction within a pesantren-based madrasah context.]]>
