<![CDATA[The low concentration of fifth-grade students in the science subject at SD Inpres 5/81 Lemoape, Bone Regency. This is evident from initial observations that show students are easily distracted by external disturbances, lack focus when the teacher explains, and often ignore instructions during the learning process. This study aims to improve the concentration of fifth-grade students in science learning at SD Inpres 5/81 Lemoape through the implementation of the Mindful Learning strategy. This study uses a descriptive qualitative approach with the type of Classroom Action Research (CAR). The research design follows the Kemmis and McTaggart model which consists of two cycles, where each cycle includes the planning, implementation, observation, and reflection stages. The research subjects were 35 fifth-grade students (17 boys and 18 girls). Data were collected through teacher and student activity observation sheets, learning concentration questionnaires, and documentation. The data analysis technique used the Miles and Huberman qualitative analysis model and descriptive quantitative analysis. The results of the study showed significant improvements in each cycle. In Cycle I, teacher activity was in the "Poor" category (58.33%) and increased to "Sufficient" (75%) in the second meeting, while only 11% of students achieved the concentration success indicator. In Cycle II, after corrective actions were taken, teacher activity increased to the "Very Good" category (91.67%) and student activities reached 91,67%. The level of student learning concentration increased drastically, where 94% of students (33 people) succeeded in achieving the "Good" and "Very Good" categories, which had exceeded the success indicator set at 85%. The implementation of the Mindful Learning strategy which includes mindful breathing, mindful attention, and mindful reflection activities has proven effective in improving the concentration of fifth-grade students in learning science at SD Inpres 5/81 Lemoape, Bone Regency.]]>
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