Efforts to Improve Learning Concentration Through Religious Practices at MAN 2 Pontianak
DOI:
https://doi.org/10.24260/arfannur.v7i2.6040Keywords:
Learning Concentration, Religious Practices, Educational Psychology, Digital Distraction, KhusyuAbstract
Digital disruption has led to a decline in students' attention spans, yet religious practices as potential mechanisms for restoring learning concentration—remain under-researched. This study analyzes the role of religious practices in self-regulation and the restoration of student attention at MAN 2 Pontianak. Its novelty lies in the conceptualization of khusyu’ (devotional focus) as a form of concentrated attention that intersects with the concepts of "flow state" and "deep work in cognitive psychology. A mixed-methods approach was employed, involving a descriptive survey of 80 students, in-depth interviews, and participant observation. Qualitative data were analyzed using the model developed by Miles, Huberman, and Saldaña. Religious practices—such as tadarus (Quranic recitation), Dhuha (mid-morning) prayer, the recitation of Surah Yasin, and Friday prayers—facilitate cognitive transitions, foster single-tasking skills, and aid in managing digital distractions. The study also identifies teacher fatigue resulting from the burden of supervision. Significance: Institutionalizing religious practices offers the potential to synergize Islamic spirituality with learning concentration; meanwhile, rotating supervision duties and implementing peer-supervision models are essential for the sustainability of such programs.
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