<![CDATA[This study aims to analyze the influence of peer interaction on the learning concentration of Madrasah Ibtidaiyah students, to determine the level of peer interaction among students, and to determine the level of learning concentration among fifth-grade IT students. The study employs a quantitative approach using a causal-associative research design. The research subjects consisted of 22 fifth-grade IT students, with 19 active respondents analyzed, while 3 students were excluded due to absence and incomplete data. The research instrument consisted of a closed-ended questionnaire using a Likert scale comprising 20 items, including 10 items for the peer interaction variable (X) and 10 items for the learning concentration variable (Y). Data were analyzed using normality tests, simple linear regression, t-tests, and the coefficient of determination. The results indicate that peer interaction has a positive and significant effect on students’ learning concentration. The coefficient of determination value indicates that peer interaction contributes 42% to students’ learning concentration, while the remainder is influenced by other factors. This suggests that the quality of social interaction among students plays a crucial role in supporting students’ focus and engagement in learning. The better the interactions, the higher the level of learning concentration demonstrated. In conclusion, peer interactions are a significant external factor in improving learning concentration; therefore, positive management of these interactions by teachers and schools is necessary to create a conducive learning environment.]]>
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