Implementasi Mindful Learning dalam Meningkatkan Konsentrasi dan Perilaku Prososial Siswa MI Jetak Simo
Keywords:
Konsentrasi, Madrasah Ibtidaiyah, Mindful Learning, Perilaku PrososialAbstract
Konsentrasi belajar dan perilaku prososial siswa madrasah ibtidaiyah menentukan kualitas pembelajaran dan iklim kelas, tetapi keduanya sering melemah karena distraksi, impulsivitas, dan interaksi sosial yang belum matang. Penelitian ini bertujuan mendeskripsikan implementasi mindful learning serta menjelaskan mekanisme peningkatan konsentrasi dan perilaku prososial siswa MI Jetak Simo. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Data dikumpulkan melalui observasi pembelajaran, wawancara mendalam dengan guru dan pimpinan madrasah, diskusi kelompok terarah dengan siswa, serta studi dokumentasi perangkat pembelajaran dan catatan reflektif. Analisis data dilakukan melalui reduksi, kategorisasi, penemuan tema, dan triangulasi sumber-teknik. Temuan tematik menunjukkan bahwa mindful learning efektif ketika diintegrasikan sebagai praktik mikro sebelum, selama, dan setelah pembelajaran, melalui latihan perhatian napas singkat, mindful listening, mindful reading, refleksi nilai, serta penguatan norma kelas. Peningkatan konsentrasi tampak pada stabilitas perilaku on-task dan kemampuan kembali fokus setelah terdistraksi, sedangkan prososialitas menguat melalui empati, kerja sama, dan berkurangnya perilaku disruptif. Implementasi dipengaruhi oleh keteladanan guru, manajemen kelas, dan kesesuaian bahasa program dengan kultur madrasah
References
Cendana, W., dkk. (2025). Pembelajaran Holistik: Integrasi Meaningful, Joyful, Deep dan Mindful Learning. Yayasan Kita Menulis.
Chan, K. K. S., & Tsui, J. K. C. (2025). Mindfulness-based Social-emotional Learning Programme.
Crompton, K., Kaklamanou, D., Fasulo, A., & Somogyi, E. (2024). The Effects of a School-Based Mindfulness Programme (Paws b) on Empathy and Prosocial Behaviour: A Randomised Controlled Trial. Mindfulness, 15, 1080–1094. https://doi.org/10.1007/s12671-024-02345-2
D’Souza, F., & Smyth, L. (2025). The Array of Outcomes Associated with Mindfulness Interventions in Schools: A Systematic Review and Meta-analysis. Mindfulness, 16, 2132–2155. https://doi.org/10.1007/s12671-025-02627-3
Dewi, A. R., Maily, M. E. W., Safitri, F. N. C., Zaitunnah, P. N., Mala, Z. L., & Suttrisno, S. (2025). Deep Learning dalam Pembelajaran MI: Tinjauan Literatur dalam Meaningful Learning, Mindful Learning dan Joyful Learning. Jurnal Kepemimpinan dan Pengurusan Sekolah, 10(2), 584–592. https://doi.org/10.34125/jkps.v10i2.580
Diéguez, M. P., Cerezo García, M., Navarro Asencio, E., & Vergara-Moragues, E. (2024). Executive Function Training Through a Mindfulness-Based Neuroeducational Program in Elementary School Students. Mindfulness, 15, 2739–2749. https://doi.org/10.1007/s12671-024-02474-8
Flook, L., Hirshberg, M. J., Gustafson, L., McGehee, C., Knoeppel, C., Tello, L. Y., Bolt, D. M., & Davidson, R. J. (2025). Mindfulness Training Enhances Students’ Executive Functioning and Social Emotional Skills. Applied Developmental Science, 29(2), 141–160. https://doi.org/10.1080/10888691.2023.2297026
Haines, B. A., Hong, P. Y., Immel, K. R., & Lishner, D. A. (2023). The Mindfulness-Based Kindness Curriculum for Preschoolers: An Applied Multi-Site Randomized Control Trial. Mindfulness, 14, 2195–2210. https://doi.org/10.1007/s12671-023-02210-8
Hayati, N. (2025). Teacher Mindfulness and Classroom Management: How Awareness Shapes the Use of Reinforcement and Punishment in Education. JINoP (Jurnal Inovasi Pembelajaran), 11(2), 251–265. https://doi.org/10.22219/jinop.v11i2.40522
Hu, Z., dkk. (2022). Effectiveness of mindfulness-based interventions on empathy: A meta-analysis. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2022.992575
Jennings, P. A. (2015). Mindfulness for Teachers: Simple Skills for Peace and Productivity in the Classroom. W. W. Norton.
Juul, L., Frydenberg, M., Bonde, E. H., Beck, M. S., Goetzsche, K., Nielsen, H. B., & Fjorback, L. O. (2025). Mindfulness in the school curriculum? A nationwide cluster-randomized trial…. Social Science & Medicine, 378, 118117. https://doi.org/10.1016/j.socscimed.2025.118117
Lassander, M., Hintsanen, M., Suominen, S., Mullola, S., Vahlberg, T., … Volanen, S.-M. (2021). Effects of school-based mindfulness intervention on health-related quality of life: moderating effect of gender, grade, and independent practice in cluster randomized controlled trial. Quality of Life Research, 30, 3407–3419. https://doi.org/10.1007/s11136-021-02868-4
Lin, L.-J., Lin, Y.-H., Yu, S.-P., Liu, T.-H., & Chen, Y.-L. (2025). A cluster randomized controlled trial examining the effects of a four-week mindfulness-based practice on primary school students’ interpersonal mindfulness, emotional intelligence, and attentional focus. Frontiers in Psychology, 16, 1539962. https://doi.org/10.3389/fpsyg.2025.1539962
Malin, Y. (2023). Others in Mind: A Systematic Review and Meta-Analysis of the Relationship Between Mindfulness and Prosociality. Mindfulness, 14, 1582–1605. https://doi.org/10.1007/s12671-023-02150-3
Milaré, C. A. R., Kozasa, E. H., Lacerda, S., Barrichello, C., Tobo, P. R., & Horta, A. L. D. (2021). Mindfulness-Based Versus Story Reading Intervention in Public Elementary Schools: Effects on Executive Functions and Emotional Health. Frontiers in Psychology, 12, 576311. https://doi.org/10.3389/fpsyg.2021.576311
Nelson, L., Roots, K., Dunn, T. J., Rees, A., Hull, D. D., & Van Gordon, W. (2022). Effects of a regional school-based mindfulness programme on students’ levels of wellbeing and resiliency. International Journal of Spa and Wellness, 5(1), 1–15. https://doi.org/10.1080/24721735.2021.1909865
Phan, M. L., Renshaw, T. L., Caramanico, J., Greeson, J. M., MacKenzie, E., Atkinson-Diaz, Z., … Nuske, H. J. (2022). Mindfulness-Based School Interventions: A Systematic Review of Outcome Evidence Quality by Study Design. Mindfulness, 13, 1591–1613. https://doi.org/10.1007/s12671-022-01885-9
Saputro, U. G., Susilo, H., & Ekawati, R. (2023). Analysis of the Application of Mindfulness in Elementary School Student Learning. JIIP – Scientific Journal of Educational Sciences, 6(2), 1214–1219. https://doi.org/10.54371/jiip.v6i2.1630
Stapleton, P., Dispenza, J., Douglas, A., Dao, V., Kewin, S., Le Sech, K., & Vasudevan, A. (2024). “Let’s keep calm and breathe”—A mindfulness meditation program in school and its effects on children’s behavior and emotional awareness: An Australian pilot study. Psychology in the Schools, 61(9), 3679–3698. https://doi.org/10.1002/pits.23249
Stapleton, P., & Blanchard, M. D. (2026). Daily mindfulness meditation for improved student outcomes: An Australian primary school trial. Mental Health & Prevention, 41, 200485. https://doi.org/10.1016/j.mhp.2026.200485
Tan, C. (2021). Mindful Education: Insights from Confucian and Christian Traditions. Springer. https://doi.org/10.1007/978-981-16-1405-7
Tobin, K. (2020). Mindfulness in Education. Routledge.
Valero, M., Cebolla, A., & Colomer, C. (2022). Mindfulness Training for Children with ADHD and Their Parents: A Randomized Control Trial. Journal of Attention Disorders, 26(5), 755–766. https://doi.org/10.1177/10870547211027636
Wepener, I., & Moen, M. (2025). Mindfulness-based socio-emotional learning to reduce disruptive behaviour in primary-school classrooms. Pastoral Care in Education, 0(0), 1–19. https://doi.org/10.1080/02643944.2025.2502040
