APPLICATION OF MINDFULNESS TECHNIQUES TO IMPROVE SLOW LEARNER STUDENT LEARNING CONCENTRATION AT SMAN 19 MAKASSAR

Maulida Rahmah (Student, Guidance and Counseling Study Program, Faculty of Education, Makassar State University, South Sulawesi, Jl. Tamalate I Tidung Makassar, 90222, Indonesia)
Sahril Buchori (Lecturer, Guidance and Counseling Study Program, Faculty of Education, Makassar State University, South Sulawesi, Jl. Tamalate I Tidung Makassar, 90222, Indonesia)
M Amirullah (Lecturer, Guidance and Counseling Study Program, Faculty of Education, Makassar State University, South Sulawesi, Jl. Tamalate I Tidung Makassar, 90222, Indonesia)

Klasikal: Journal of Education, Language Teaching and Science
Vol 8 No 1 (2026): Klasikal: Journal of Education, Language Teaching and Science

This study examines the application of mindfulness techniques to increase the learning concentration of slow learner students at SMAN 19 Makassar. The objectives of this study are; (1) What is the description of the learning concentration behavior of slow learner students at SMAN 19 Makassar; (2) What is the description of the implementation of the Mindfulness Technique in improving the learning concentration behavior of slow learner students at SMAN 19 Makassar; (3) Whether the Mindfulness Technique has an effect in improving the learning concentration behavior of slow learner students at SMAN 19 Makassar. The approach used in this study uses a quantitative approach with the type of Single Subject Research (SSR) and uses an A-B-A design. The subjects in this study are ASN class XI students at SMA Negeri 19 Makassar. ASN subjects experience slow comprehension, difficulty responding to instructions, as well as being slow to memorize and process information, easily confused on abstract tasks, difficulty conveying ideas, and lack of consistency in completing tasks. In addition, ASN subjects are easily distracted and quickly lose focus while studying. The data collection technique in this study is using interviews, observations, and documentation. Data analysis uses descriptive analysis and visual analysis. The results of this study showed that the level of learning concentration of ASN subjects at Baseline A1 was at a low and stable level, with an average focus duration of only 8.24 minutes, thus indicating difficulties in maintaining attention and the need for intervention. The Mindfulness technique is then given in six sessions in stages, starting from strengthening concept understanding, basic exercises such as breath awareness and body scanning, to self-regulation exercises with simple instructions that are suitable for Slow Learner students. The results showed a significant increase in concentration during Phase B, with a peak duration of 13.09 minutes. Despite the decrease in Baseline A2, the average duration of concentration remained higher than Baseline A1, indicating a residual effect of the application of Mindfulness techniques.