<![CDATA[This study examines the effectiveness of a play-based learning method in enhancing student learning outcomes on the mindful learning dimension of volleyball underhand passing among Class X Phase E students at SMAN 8 Malang. A Classroom Action Research (CAR) design was adopted, structured across two cycles with two meetings per cycle, involving 34 students of class X-9 as participants. Data were collected through questionnaires and observational instruments covering five mindful learning indicators: awareness, concentration, process awareness, open-mindedness, and reflection. Descriptive quantitative analysis with percentage calculation was employed. Baseline measurement yielded 48% (very poor category). Cycle 1 progressed from 65% (fairly good) at meeting 1 to 74% (fairly good) at meeting 2. Cycle 2 recorded 82% (good) at meeting 3 and 88% (good) at meeting 4. The findings confirm that play-based instruction substantially promotes students' mindful learning in volleyball underhand passing.]]>
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