<![CDATA[The development of digital technology has had a significant impact on the learning process in elementary schools, one of which is the emergence of digital distractions that can trigger off-task behavior in students. Off-task behavior is behavior unrelated to learning activities, such as talking to oneself, walking around the classroom, or not paying attention to teacher explanations. This study aims to analyze the relationship between digital distractions and the emergence of off-task behavior in elementary school students, identify the types of behavior, causal factors, impacts, and teacher strategies for addressing it. This study used a qualitative approach with a case study method. The subjects consisted of 33 third-grade C students and their homeroom teachers at a private Islamic elementary school (MIS). Data collection techniques were conducted through observation, interviews, and documentation. The results showed that the off-task behaviors identified included motoric behavior, verbal behavior, and passive behavior. The most dominant form of behavior was motoric behavior such as walking, running, and playing during learning. Factors contributing to off-task behavior include excessive mobile phone use, lack of family interaction, and less than conducive classroom management. The resulting impact is disrupted student concentration and a less effective learning process. Strategies teachers employ to address off-task behavior include verbal reprimands, firm warnings, and rewards]]>
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