<![CDATA[ABSTRACTThe ability to concentrate on learning is very important in supporting students’ academic achievements. Learning concentration is influenced by various lifestyle factors such as breakfast habits, sleep quality, and gadget screen time. This study aims to determine how the relationship between these three variables affects students’ learning concetration at SMP Kartika X-1 Bandung. This analytical observational research uses a cross-sectional approach involving 143 subjects from grades VII and VIII, selected through proportionate stratified random sampling techniques. The research instruments included a breakfast habits questionnaire, the Pittsburgh Sleep Quality Index (PSQI), a gadget screen time questionnaire, and a learning concentration questionnaire. The result show that (52.4%) of respondents have requent breakfast habits, (49%) have sufficient sleep quality, (74.1%) have excessive screen time, and (41.3%) have low learning concentration. Bivariate analysis shows that breakfast habits p=0.011, sleep quality p=0.000, and gadget screen time p=0.012 are significantly relate to students’ concentration (p0.05)ABSTRAKKemampuan dalam konsentrasi belajar sangat penting dalam mendukung prestasi akademik siswa. Konsentrasi belajar dipengaruhi oleh berbagai faktor gaya hidup seperti kebiasaan sarapan, kualitas tidur, dan screen time gadget. Penelitian ini bertujuan untuk menentukan bagaimana hubungan antara ketiga variabel ini mempengaruhi konsentrasi belajar siswa di SMP Kartika X-1 Bandung. Penelitian observasional analitik dengan pendekatan cross-sectional yang melibatkan 143 subjek dari kelas VII dan VIII, yang dipilih melalui teknik proportionate strastified random sampling. Instrumen penelitian meliputi kuesioner kebiasaan sarapan, Pittsburgh Sleep Quality Index (PSQI), kuesioner screen time gadget, dan kuesioner konsentrasi belajar. Hasil penelitian menunjukkan bahwa (52.4%) responden memiliki kebiasaan sarapan yang baik, (49%) memiliki kualitas tidur yang cukup, (74.1%) memiliki screen time berlebihan, dan (41,3%) memiliki konsentrasi belajar yang rendah. Analisis bivariat menunjukkan bahwa kebiasaan sarapan p=0.011, kualitas tidur p=0.000, dan screen time gadget p=0.012 secara signifikan berkaitan dengan konsentrasi belajar siswa (p0.05).]]>
