<![CDATA[This study aims to describe the forms of student learning fatigue, its contributing factors, as well as the tutors’ strategies for addressing learning fatigue and the impact of these strategies on private tutoring at A Smart Tutoring Center. This study was motivated by the emergence of learning fatigue among students enrolled in private tutoring, such as a lack of focus, feeling tired, playing with their cell phones, forgetting the material, and a decline in students’ interest in learning. This study employs a qualitative approach with a descriptive research design. The research subjects consisted of tutors and students participating in private tutoring. Data collection techniques included interviews, observations, and documentation. Data analysis involved data reduction, data presentation, and drawing conclusions. The results of the study indicate that forms of student learning fatigue are characterized by difficulty focusing, inactivity during lessons, playing with cell phones, complaining of fatigue, and a decline in motivation to learn. Factors contributing to learning burnout include fatigue after school activities, cell phone use, monotonous lessons, a dislike of memorization, and the repetition of material. To address learning burnout, the tutor implemented strategies such as storytelling with casual communication, quizzes, group discussions, practice exercises, and study breaks. These strategies help create a comfortable and enjoyable learning atmosphere for students. The impact of the strategies implemented by tutors is evident in increased engagement, reduced laziness, improved focus, and greater enthusiasm in learning. The findings of this study indicate that a humanistic and communicative approach that takes into account students’ emotional well-being can help reduce learning fatigue and support a more effective learning process]]>
