<![CDATA[Concentration during learning is an important factor supporting the success of the learning process and can be influenced by various internal, external, and physical factors. This study aimed to analyze the individual and simultaneous effects of interest in learning, the learning environment, and physical fitness on the concentration of students at MAS TI Canduang. This study employed a quantitative approach with a causal-associative design and involved 176 students as respondents. Data were collected using a questionnaire and analyzed through simple and multiple linear regression with SPSS version 26. The results showed that interest in learning had a positive and significant effect on concentration during learning (t = 7.505; p < .001; R² = .245). The learning environment also had a positive and significant effect on concentration during learning (t = 9.149; p < .001; R² = .325), as did physical fitness (t = 10.233; p < .001; R² = .376). Simultaneously, interest in learning, the learning environment, and physical fitness had a significant effect on concentration during learning (F = 53.708; p < .001) and explained 48.4% of the variance in students’ concentration (R² = .484). These findings broaden the understanding of the contributions of psychological, environmental, and physical factors to students’ concentration during learning. In practical terms, improving concentration during learning requires an integrated approach involving the strengthening of interest in learning, the creation of a conducive learning environment, and the maintenance of physical fitness. Future research is recommended to include broader locations and respondent populations and to consider other factors not examined in this study.]]>
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