Keefektifan Pembelajaran Berbasis Mindfulness Terhadap Hasil Belajar dan Regulasi Diri Siswa Sekolah Dasar
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DOI:
https://doi.org/10.64595/btij.122025.336Keywords:
Mindfulness, Hasil Belajar, Regulasi Diri, Studi LiteraturAbstract
Penelitian ini bertujuan menganalisis keefektifan pembelajaran berbasis mindfulness terhadap hasil belajar dan regulasi diri siswa sekolah dasar melalui studi literatur. Metode yang dipakai menggunakan studi literatur yang diakses dari Watase UAKE dari rentang tahun 2021-2025 terdapat 46 artikel ilmiah relevan mengenai mindfulness. Analisis yang dilakukan secara deskriptif menunjukkan bahwa pembelajaran berbasis mindfulness secara konsisten meningkatkan regulasi diri siswa, khususnya dalam aspek kontrol perhatian, kesadaran metakognitif, dan pengelolaan emosi akademik. Regulasi diri berperan sebagai mekanisme utama yang menjembatani pengaruh mindfulness terhadap hasil belajar, sehingga dampaknya lebih bersifat tidak langsung. Analisis kuantitatif menunjukkan 67,39% artikel yang mengkaji mindfulness terhadap hasil belajar, 2,17% mengenai mindfulness tehadap regulasi diri, dan 15,22% artikel yang mengkaji variabel hasil belajar dan regulasi secara keseluruhan. Pembelajaran berbasis mindfulness terbukti efektif dalam meningkatkan kualitas proses dan hasil belajar siswa sekolah dasar melalui penguatan regulasi diri. Temuan ini memperkuat dasar teoretis pembelajaran holistik dan memberikan implikasi penting bagi pengembangan praktik pembelajaran di pendidikan sekolah dasar.
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