<![CDATA[This study aimed to describe the implementation of the mindful learning strategy in improving first-grade students' learning concentration at SD Islam Kauman Pati and to identify the supporting and inhibiting factors influencing its implementation. This study employed a qualitative approach using a field research design. The participants consisted of the principal, the first-grade teacher, and first-grade students. Data were collected through observations, interviews, and documentation and were analyzed using the interactive model of Miles and Huberman, which includes data reduction, data display, and conclusion drawing. The trustworthiness of the data was established through source and technique triangulation. The findings revealed that the implementation of the mindful learning strategy involved three stages: planning, implementation, and evaluation. The strategy was implemented through mindfulness-based activities, including mindful breathing, relaxation music, the stop, breathe, and go technique, ice-breaking activities, stretching exercises, and the use of various instructional methods and learning media. The implementation of the strategy enabled students to become calmer, more comfortable, better prepared for learning, and more focused during classroom activities. The supporting factors included teachers' readiness and instructional competence, students' positive responses, the availability of learning facilities and instructional media, a conducive learning environment, and support from both the school and parents. The inhibiting factors included students' unstable physical and emotional conditions, hyperactive behavior among several students, environmental noise, and limited instructional time. Therefore, the implementation of the mindful learning strategy was found to contribute to improving first-grade students' learning concentration at SD Islam Kauman Pati.]]>
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