<![CDATA[The unfavorable classroom conditions at UPT SD Negeri 060923 contribute to low student learning concentration and may interfere with the effectiveness of the teaching and learning process. Consequently, students are easily distracted by their surroundings, frequently forget assignments, are absent from classroom activities, and fail to meet the minimum mastery criteria (KKM) in their academic performance. These conditions indicate the importance of a supportive classroom environment in facilitating students' concentration and participation during learning activities. This study employs a quantitative approach with a correlational research design to examine the relationship between two variables: the independent variable, classroom environment (X), and the dependent variable, learning concentration (Y). The data were analyzed using descriptive statistical techniques to identify the general characteristics of each variable. Descriptive statistical analysis reveals that the classroom environment variable has a mean score of 31.90, which falls into the "high" category. Meanwhile, the learning concentration variable has a mean score of 31.80, also placing it in the "high" category. These findings indicate that the majority of students perceive the classroom environment positively and maintain a good level of learning concentration during instructional activities. Overall, the findings provide an overview of classroom conditions and students' concentration in the learning process.]]>
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