<![CDATA[This research is motivated by the low concentration of early childhood learning in Assobur Nihayatul Amal PAUD, which is shown through easily distracted behavior, lack of focus during learning, and low perseverance in completing tasks. This condition has an impact on the less-than-optimal achievement of children's cognitive development in the learning process. The purpose of this study is to improve children's learning concentration through the application of the Contextual Teaching and Learning (CTL) approach. The method used is Classroom Action Research (CAR) with the Kemmis and McTaggart model, which is implemented in three cycles, including the planning, implementation, observation, and reflection stages. The research subjects are 10 early childhood children. The theoretical basis in this study includes the concept of CTL according to Johnson, which emphasizes meaningful learning through connections with real life, as well as Hurlock's child development theory which highlights the importance of cognitive stimulation at an early age. The results of the study showed a significant increase in children's learning concentration in each cycle. At the end of cycle III, as many as 80% of children achieved the categories of Developing According to Expectations (BSH) and Developing Very Well (BSB), with indicators of improvement in aspects of visual attention, auditory attention, and perseverance in completing tasks. Thus, the CTL approach has proven effective in improving the quality and duration of early childhood learning concentration and creating more active, enjoyable, and meaningful learning for children.]]>
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