PELATIHAN MINDFULNESS BERNILAI KEISLAMAN DAN KESEPAKATAN KELAS TERHADAP KONSENTRASI BELAJAR SISWA SMPN 9 MANDAU

Nunung Masruroh; Meimunah S. Moenada; Yuliharti

doi:10.30998/41qd2j61

Authors

Nunung Masruroh Universitas Islam Negeri Syarif Kasim Riau Author
Meimunah S. Moenada Universitas Islam Negeri Sultan Syarif Kasim Riau Author
Yuliharti Universitas Islam Negeri Sultan Syarif Kasim Riau Author

DOI:

https://doi.org/10.30998/41qd2j61

Keywords:

Mindfulness, Kesilaman, Kesepakatan Kelas, Konsentrasi Belajar

Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh pelatihan mindfulness bernilai keislaman dan penerapan kesepakatan kelas terhadap konsentrasi belajar siswa dalam pembelajaran Pendidikan Agama Islam di SMPN 9 Mandau. Konsentrasi belajar siswa yang rendah menjadi tantangan utama dalam pembelajaran, sementara pendekatan konvensional yang bersifat top-down belum optimal dalam mengatasinya. Penelitian ini menggunakan pendekatan kuantitatif dengan desain quasi experimental post-test only control group design, melibatkan 43 siswa yang terbagi dalam kelompok eksperimen dan kelompok kontrol. Data dikumpulkan menggunakan angket tervalidasi untuk mengukur mindfulness, penerapan kesepakatan kelas, dan konsentrasi belajar, kemudian dianalisis menggunakan statistik deskriptif, Independent Samples t-Test, dan analisis regresi linear berganda. Hasil penelitian menunjukkan bahwa secara simultan, kedua variabel berpengaruh signifikan terhadap konsentrasi belajar dengan kontribusi sebesar 59,9 persen. Penerapan kesepakatan kelas memiliki pengaruh dominan dengan koefisien beta 0,580, sementara mindfulness berkontribusi sebesar 0,264. Kelompok eksperimen mencapai rata-rata skor konsentrasi 98,67 berbanding 87,77 pada kelompok kontrol. Integrasi nilai-nilai keislaman seperti muraqabah, khusyu', dan tafakkur dalam praktik mindfulness menciptakan resonansi spiritual yang memperkuat efektivitas intervensi, sementara kesepakatan kelas partisipatif menciptakan lingkungan kondusif yang mengurangi distraksi. Penelitian ini berkontribusi terhadap pencapaian SDGs Tujuan 4 dengan menghadirkan model pembelajaran yang holistik, inklusif, dan responsif terhadap kebutuhan psikososial siswa, sehingga mendukung terwujudnya pendidikan berkualitas yang berkelanjutan.

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