Mindful Teaching to Reduce Smartphone Distraction in High School PDF Free Download

Name: Mindful Teaching to Reduce Smartphone Distraction in High School PDF
Author: michaelgomez1983

1 / 12

3 views•12 pages

Mindful Teaching to Reduce Smartphone Distraction in High School PDF Free Download

Mindful Teaching to Reduce Smartphone Distraction in High School PDF free Download. Think more deeply and widely.

Reflection: Action Research Journal, 3(1), 2025 Page 1-12

ISSN: 3025-6461 (Online)

Mindful Teaching to Reduce Smartphone Distraction

in High School

1*Febriyanti Ghayatul Qushwa, 2Muhammad Hudhel Sidqi, 3Saifaldin Idris Onia

1Nurul Jadid University, Indonesia

2Maulana Malik Ibrahim State Islamic University of Malang, Indonesia

3Department of Foundations of Education & Educational Administration, Faculty of Education,

University of Khartoum, Sudan

Abstract—Fenomena krisis atensi di kalangan siswa akibat distraksi penggunaan smartphone menjadi

tantangan serius dalam proses pembelajaran di era digital. Penelitian ini bertujuan untuk meningkatkan

fokus belajar siswa melalui penerapan pendekatan mindful teaching yang berorientasi pada kesadaran

diri dan pengendalian atensi. Penelitian ini menggunakan metode Penelitian Tindakan Kelas (PTK) model

Kemmis dan McTaggart yang dilaksanakan dalam dua siklus dengan tahapan perencanaan, tindakan,

observasi, dan refleksi. Subjek penelitian terdiri atas 30 siswa kelas XII. Hasil penelitian menunjukkan

bahwa penerapan mindful teaching mampu meningkatkan rata-rata fokus belajar siswa sebesar 38%,

ditandai dengan peningkatan konsentrasi, partisipasi aktif, dan kemampuan mengendalikan distraksi

digital. Pendekatan ini efektif menciptakan suasana kelas yang lebih tenang, reflektif, dan produktif.

Penelitian ini menegaskan pentingnya mindful teaching sebagai strategi pedagogis untuk mengatasi

krisis atensi di era pembelajaran digital.

Kata Kunci— Mindful Teaching, Krisis Atensi, Distraksi Digital

Abstract— The phenomenon of attention deficit disorder (ADD) among students, often attributed to

smartphone distractions, poses a serious challenge to the learning process in the digital era. This study

aims to enhance students' learning focus by applying a mindful teaching approach that focuses on self-

awareness and attention control. This study employed the Classroom Action Research (CAR) model

developed by Kemmis and McTaggart, which was implemented in two cycles comprising the stages of

planning, action, observation, and reflection. The research subjects consisted of 30 12th-grade students.

The results showed that the application of mindful teaching increased students' learning focus by an

average of 38%, marked by enhanced concentration, active participation, and improved control over

digital distractions. This approach effectively created a calmer, more reflective, and more productive

classroom atmosphere. This study highlights the importance of mindful teaching as a pedagogical

strategy to address attention deficit in the digital learning era.

Keywords—Mindful Teaching, Attention Crisis, Digital Distraction

This is an open access article under the CC BY-SA License.

Corresponding Author:

Author : Febriyanti Ghayatul Qushwa

Email : qushwa23@gmail.com

1. INTRODUCTION

The rapid development of digital technology has fundamentally transformed how students learn,

communicate, and interact in the 21st century. One emerging educational concern is the growing

attention crisis, characterized by students’ declining ability to sustain focus due to constant exposure to

Reflection: Action Research Journal, 3(1), 2025 Page 1-12

ISSN: 3025-6461 (Online)

smartphone notifications, social media, and online entertainment (Rizzuto, 2019; Sardin, Banyu Biru, &

Rosmia, 2022; del Rosario Demuner-Flores, 2023). Theoretically, effective learning requires the

integration of attention, awareness, and self-regulation as described in self-regulated learning theory

(Paetsch & Drechsel, 2021). However, in practice, students often struggle to maintain concentration for

more than 10–15 minutes, resulting in fragmented cognitive engagement and weakened teacher–

student interaction. Consequently, teachers face a pressing need for pedagogical approaches that not

only deliver knowledge but also cultivate students’ self-awareness and attention control (Dietl & Reb,

2021).

This attention challenge is increasingly evident in secondary classrooms. Preliminary observations

at a public high school in Probolinggo Regency revealed that approximately 72% of students admitted

difficulty concentrating during lessons due to smartphone use. Attempts to restrict device usage have

proven ineffective, as they fail to address the root cause the lack of self-regulated attention and mindful

awareness (Stan, Topală, Necşoi, & Cazan, 2022; Ma & Chiu, 2024). Teachers also experience dilemmas

between leveraging digital tools as learning resources and managing classroom discipline to sustain

student focus. These realities underscore the urgency for a reflective and mindful-centered pedagogy that

can restore students’ attention while harmonizing the cognitive, affective, and emotional dimensions of

learning.

Recent studies have explored mindfulness and self-regulated learning as mechanisms for

improving focus and emotional balance. For instance, Biwer et al (2021) and Mou (2023) emphasized that

mindfulness enhances students’ adaptability and attention regulation during online learning contexts.

Similarly, Bagus et al (2024) found that self-regulated learning fosters academic resilience and reduces

stress. Conversely, Clemens (2025) suggested that mindful engagement mitigates productivity loss due to

digital distractions. Furthermore, Martín-Rodríguez & Madrigal-Cerezo (2025) argued that integrating

mindfulness with motivation management can improve engagement in technology-assisted learning

environments. These studies collectively affirm the positive effects of mindfulness on attention and

learning quality.

However, a clear theoretical and practical gap remains. Most existing works focus on mindfulness-

based stress reduction (MBSR) or student-centered self-regulation training—often implemented in higher

education or individual psychological contexts. Few studies have examined teacher-facilitated mindfulness

as an integrated component of classroom instruction at the secondary school level, particularly within

the Indonesian educational context. Consequently, there is limited understanding of how teachers’

reflective practices can translate mindfulness principles into daily teaching routines, fostering attention

restoration and emotional balance in real classroom settings. Recent frameworks such as attention

restoration theory (Kaplan, 2020) and mindfulness-based pedagogy (Jennings & Greenberg, 2019; Lomas et

al., 2021) highlight that attention can be retrained through structured awareness cycles, yet empirical

applications in teacher-led, classroom-based research remain scarce.

This study addresses that gap by implementing mindful teaching—not merely mindfulness training

for students, but a teacher-guided integration of mindful awareness throughout the teaching–learning

cycle. The novelty of this study lies in positioning the teacher as both facilitator and reflective practitioner,

who models attentional control and emotional regulation through structured classroom action. By

embedding mindfulness into lesson routines (e.g., breathing awareness, mindful pauses, reflective

closure), this research situates mindfulness within the practical rhythm of secondary education rather

than isolated intervention sessions.

Given the increasing digital dependency among Indonesian students and the limited pedagogical

strategies available to regulate classroom attention, this research provides both a contextual and

theoretical response to a nationwide educational challenge. Therefore, the research seeks to: (1) analyze

how the implementation of mindful teaching can improve students’ learning focus and reduce

smartphone-induced distractions, and (2) explore how teachers’ reflective practices within a Classroom

Action Research (CAR) framework can transform classroom dynamics toward greater awareness and

focus. Through this study, mindful teaching is positioned as a sustainable pedagogical strategy that

Reflection: Action Research Journal, 3(1), 2025 Page 1-12

ISSN: 3025-6461 (Online)

bridges the gap between mindfulness theory and classroom practice, offering practical insights for

developing attention-restorative learning models in Indonesia’s digital-age education.

2. METHOD

This study employed a Classroom Action Research (CAR) design using the spiral model developed

by Kemmis and McTaggart (1988). This model was selected because it supports teachers in conducting

continuous reflection and improvement of teaching practices through iterative cycles of planning, acting,

observing, and reflecting (Nichols & LeBlanc, 2021). The design aligns with the study’s aim to enhance

students’ learning focus and reduce smartphone-induced distractions through the implementation of

mindful teaching. The Kemmis & McTaggart (1988) spiral model scheme is explained as follows:

In the planning stage, the teacher and researcher designed a mindful teaching strategy consisting

of breathing awareness exercises, a brief pre-lesson reflection, and an agreed-upon smartphone usage

policy. The action stage involved implementing these interventions in class throughout the learning

process. The observation stage was used to record changes in students' focused behavior, while the

reflection stage was used to analyze the results of the interventions and determine improvements for

the next cycle.

The research was conducted at SMA Tunas Luhur Paiton, Probolinggo Regency, East Java, during

the odd semester of the 2025/2026 academic year. The participants were 30 students from class XI IPS

2, consisting of 17 females and 13 males, aged 16–17 years. The class was selected using a purposive

sampling technique, based on preliminary observations showing frequent smartphone use and reduced

classroom attention. The collaborating teacher was the Islamic Religious Education instructor who co-

implemented the intervention. Ethical approval was obtained from the school administration and

supported by the research ethics committee of Nurul Jadid University. All participants and their parents

provided written informed consent, acknowledging voluntary participation. Student identities were

anonymized and all data were treated as confidential and used solely for academic purposes.

The mindful teaching intervention was implemented over two action cycles, each lasting two weeks.

Each cycle consisted of the four stages of the Kemmis & McTaggart spiral model:

Table 1. Implementation Of Mindful Teaching Intervention (Two Action Cycles)

Stage

Main Activities

Mindfulness

Components

Implemented

Duration &

Frequency

Expected Outcomes

Planning

Collaborative design of

lesson plans between

researcher and teacher

integrating mindfulness-

based elements and

reflection routines.

- Mindful Start: 3-minute

breathing awareness

exercise at the start of

each lesson.

- No-Phone Zone:

mutually agreed class

rule to prohibit

smartphone use

during learning.

- Reflective Pause: 2-

minute mid-session

guided awareness

break.

- Mindful Reflection: 5-

minute reflective

sharing or journaling

at the end of class.

Each component

conducted every

meeting

throughout both

cycles (2 weeks

per cycle).

Lesson design

emphasizes

awareness, attention

regulation, and

reduced distraction.

Reflection: Action Research Journal, 3(1), 2025 Page 1-12

ISSN: 3025-6461 (Online)

Acting

Teacher implemented all

mindfulness routines

consistently in daily

instruction while

modeling calm and

attentive behavior.

Guided student

awareness of breathing,

posture, and attention to

task; reinforcement of

class agreement on

smartphone discipline.

Conducted in

every learning

session during

both cycles.

Students practice

sustained attention,

calmness, and

mindful engagement

in class.

Observing

Researcher and

collaborator recorded

students’ attentional

behaviors, class

interactions, and teacher

reflections.

Observation focused on

on-task behavior,

resistance to distraction,

and emotional

composure.

Continuous

during each

meeting;

observation

sheets and

journals used.

Systematic

documentation of

behavioral change

and learning

atmosphere.

Reflecting

Collaborative analysis of

observation results,

reflection journals, and

student feedback to

identify improvements

and challenges.

Reflective discussion

between teacher and

researcher to refine next

cycle’s intervention.

Conducted at the

end of each cycle

(Cycle I and II).

Adjustment of

mindfulness

strategies and

reinforcement of

effective practices.

Table 2. Below Summarizes The Mindful Teaching Interventions and Their Duration

Mindful Teaching

Component

Description

Duration/Frequency

Mindful Start

Breathing awareness at the

beginning of class

3 minutes, every meeting

Reflective Pause

Mindful break mid-lesson

2 minutes, once per session

No-Phone Zone

Agreement on phone use

limitation

Throughout cycle

Mindful Reflection

Group reflection and self-

awareness journaling

5 minutes, end of each

meeting

Table 3. Data Collection Instruments and Techniques

Instruments

Purpose

Main

Dimensions

Scale

Validity and

Reliability

Data Source

Student

Attention

Behavior

Observation

Sheet

To assess

behavioral

indicators of

students’ learning

focus during

classroom

activities.

- On-task

behavior –

attention to

teacher

instructions

and task

persistence.

- Resistance to

distraction –

ability to

ignore digital

or external

stimuli.

- Mindful

response –

calmness and

awareness

during

learning.

Five-point Likert

scale (1 = very

low, 5 = very

high); total score

represents focus

level per cycle.

Expert

validation by

two educational

lecturers; inter-

rater reliability κ

= 0.79 (strong

agreement).

Teacher and

observer

Reflection: Action Research Journal, 3(1), 2025 Page 1-12

ISSN: 3025-6461 (Online)

Teacher

Reflection

Journal

To record the

teacher’s

experiences and

reflections on the

learning process,

student

responses, and

classroom

atmosphere.

Awareness,

engagement, and

regulation

emerging during

each session.

Qualitative

narrative entries

written daily.

Validated

through content

review and

triangulated

with

observation and

questionnaire

data.

Teacher

(collaborator)

Student

Reflective

Questionnaire

To measure

students’ self-

perceived

mindfulness and

attention

regulation after

intervention.

a) Self-awareness

(b) Emotional

regulation

15 items, five-

point Likert

scale (1 =

strongly

disagree to 5 =

strongly agree). t

Expert judgment

(educational

psychology

experts);

Cronbach’s

Alpha = 0.82

(high reliability).

Students

Formative Test

To evaluate the

relationship

between

improved focus

and academic

understanding

after each cycle.

Cognitive mastery

of lesson

content and

attention-

dependent

performance.

10 multiple-

choice and 2

short-essay

items; scored

quantitatively.

Reviewed for

content validity

by subject

experts.

Students

Data validity was strengthened through method triangulation (cross-checking observation,

reflection, and questionnaire data) and source triangulation (teacher, student, and researcher

perspectives). Expert validation ensured instrument content accuracy, and inter-rater reliability for the

observation sheet achieved a Cohen’s kappa value of 0.79, indicating strong agreement.

Data were analyzed using a mixed descriptive approach that integrated both qualitative and

quantitative interpretations. The qualitative analysis involved examining teacher reflection journals and

open-ended student reflections using Miles and Huberman’s interactive model (2014), which included

stages of data reduction, coding, categorization into emerging themes such as awareness building, focus

restoration, and emotional regulation, followed by data display and conclusion drawing. Triangulation

across data sources teacher observations, student reflections, and researcher field notes was conducted

to ensure interpretive credibility and consistency of findings. Meanwhile, the quantitative analysis

employed descriptive statistical techniques to calculate the mean, percentage gain, and standard

deviation for each indicator of students’ learning focus. The improvement between the two action cycles

was determined using a comparative formula that quantified the percentage of increase in students’

attention and engagement scores, thereby allowing a clear depiction of behavioral progress across the

intervention.

where 𝑋1= mean score in Cycle I, and 𝑋2= mean score in Cycle II.

To illustrate the magnitude of improvement, Cohen’s d effect size was computed, with values of 0.2

(small), 0.5 (medium), and 0.8 (large) (Cohen, 1998).

The study adopted descriptive rather than inferential analysis due to its CAR nature, emphasizing

contextual improvement and reflective feedback over statistical generalization. Quantitative and

qualitative data were then integrated to generate holistic conclusions about the impact of mindful

teaching on reducing smartphone distraction and improving classroom attention.

Reflection: Action Research Journal, 3(1), 2025 Page 1-12

ISSN: 3025-6461 (Online)

3. RESULTS AND DISCUSSION

Results

This Classroom Action Research (CAR) was conducted at SMA Tunas Luhur Paiton, Probolinggo,

during the 2025/2026 academic year, involving 30 students (17 female, 13 male) of class XI IPS 2. The

intervention aimed to improve students’ learning focus and reduce smartphone distractions through

mindful teaching implemented in two action cycles.

Table 4. Descriptive Statistics of Learning Focus Indicators (Cycle I, n = 30)

Indicator

Mean

Min–Max

Category

Concentration on teacher’s explanation

8.4

50–80

Moderate

Active participation in discussion

7.6

45–72

Low

Ability to ignore digital distractions

6.9

42–68

Low

Task persistence

7.8

48–77

Moderate

Overall Mean

7.7

42–80

Moderate

Qualitative reflection from the teacher’s journal indicated early awareness among students: “Some

students began closing their phones voluntarily during reflection, though several still looked uneasy

without devices. The classroom felt slightly calmer, but focus often faded after 15 minutes.” (Teacher

journal, Cycle I).

Results of Cycle I

The first cycle of classroom action research focused on identifying students’ main attention

problems during learning activities. Observations and teacher journals indicated that students often

showed inconsistent engagement, tended to check their smartphones during lessons, and displayed

limited persistence in completing tasks. The implementation of mindful teaching at this initial stage

emphasized awareness of breathing, short pauses for self-reflection, and classroom agreements on

digital discipline. However, these routines had not yet become habits.

Quantitative data (Table 4) revealed that students’ learning focus was still at a moderate level

(overall mean = 60, SD = 7.7). Specifically, the mean score for concentration on teacher explanation was

65, active participation 58, ability to ignore distractions 55, and task persistence 62. The variation (SD 6.9–

8.4) indicated heterogeneous student responses to the early mindfulness activities. These findings

confirmed that although mindful teaching increased awareness among several students, the overall

classroom climate remained unstable.

Qualitative reflections supported the quantitative pattern: students admitted struggling to maintain

focus, while teachers reported frequent emotional fatigue when reminding students to put away phones

or return to tasks. Thus, the first cycle became a diagnostic phase that highlighted the need for more

consistent and structured mindfulness routines in the next intervention.

The improvements recorded in Cycle II were a direct response to the weaknesses identified in Cycle

I. During the first cycle, the students’ attention and emotional regulation were still fragmented, and

mindful practices had not yet reached the level of automatic behavior. The teacher reflected on three

main issues: inconsistent routine implementation, weak reinforcement of digital discipline, and

insufficient reflection sessions that allowed students to internalize mindful behavior.

Based on these reflections, the action plan for Cycle II refined the strategy through three main

adjustments: 1) The introduction of a structured Mindful Start – Reflective Pause – Guided Reflection

sequence in every meeting, 2) Reinforcement of a No-Phone Zone rule and clear behavioral cues to

anchor student attention, and 3) The inclusion of guided self-questioning, such as “What distracted you

today?” and “How did you manage to refocus?”, to promote metacognitive awareness.

Reflection: Action Research Journal, 3(1), 2025 Page 1-12

ISSN: 3025-6461 (Online)

This design aimed to make mindfulness not merely a classroom exercise but a habitual pattern of

reflective attention shared by both teacher and students. The cycle also strengthened collaborative

observation and reflection between teacher and students, allowing the entire class to co-construct a

calmer and more aware learning atmosphere.

Results of Cycle II

Cycle II emphasized the deepening of mindfulness practices and the establishment of sustainable

focus habits. Through consistent mindfulness routines, the classroom atmosphere became significantly

calmer, more communicative, and emotionally balanced. Observations revealed visible changes in body

posture, eye contact, and participation patterns students stayed attentive during explanations, reduced

unnecessary smartphone use, and demonstrated empathy during discussions.

Table 5 presents the full descriptive statistics of students’ learning-focus indicators during Cycle II.

The data show consistent improvement across all indicators.

Table 5. Improvement Of All Indicators.

Focus Behavior Indicators

Mea

Min

95% CI

(±)

Interpretati

Concentrate on teacher’s

explanation

1.18

2.40

High

Active participation in

discussions

1.31

2.68

High

Ability to ignore digital

distractions

1.42

2.91

High

Perseverance in completing

tasks

1.07

2.20

High

—

Overall Average

1.26

2.61

High

The overall mean increased from 60 (Cycle I) to 83 (Cycle II), reflecting a 38% improvement.

Variability decreased slightly (SD 7.7 → 6.9), suggesting that students’ attention became more consistent.

Confidence intervals (±2.6) demonstrate that the improvements are statistically reliable and not random

fluctuations.

Figure 1. Form Of Student Responsibility

Reflection: Action Research Journal, 3(1), 2025 Page 1-12

ISSN: 3025-6461 (Online)

Field documentation reinforced the quantitative results. The teacher observed that students

naturally placed their phones aside before class began and maintained eye contact during discussions.

Students exhibited a calmer demeanor, responded thoughtfully during questions, and completed tasks

on time. Teachers reported a noticeable reduction in classroom tension and emotional fatigue.

Excerpts from student reflections and teacher journals confirm these behavioral transformations:

“I realized that when I start class with breathing, it helps me calm down and not think about notifications.”

(Student Reflection, Cycle II). “They no longer wait for me to remind them to stay focused; they take deep

breaths on their own when the class feels noisy.” (Teacher Journal, Cycle II). “The reflection questions made

me more aware of how easily I lose focus, so I practice ignoring my phone.” (Student Reflection, Cycle II)

These reflections demonstrate internalized self-awareness and self-regulation students were not merely

following teacher instructions but consciously monitoring their own attention.

Among all indicators, the ability to ignore digital distractions showed the highest improvement

(+45%) compared to Cycle I. Three interrelated factors explain this outcome: 1) Environmental Cues and

Consistent Routines – The No-Phone Zone and mindful pause became behavioral anchors that reduced

impulsive smartphone use. 2) Teacher Modeling and Emotional Contagion – The teacher’s calm

demeanor and mindful communication provided emotional modeling that students emulated (Roeser et

al., 2013; Jennings & Greenberg, 2009). 3) Behavioral Reinforcement – Verbal acknowledgment and

positive feedback strengthened students’ intrinsic motivation for focused behavior.

This result aligns with Zenner et al. (2014), who found that school-based mindfulness programs

significantly improved attention and emotional control, and with Jennings (2015), who emphasized that

teacher mindfulness fosters classroom harmony through example and consistency. It also corresponds

with Flook et al. (2013), who highlighted that mindfulness interventions promote both cognitive control

and compassionate engagement in learning contexts.

The second cycle successfully addressed the challenges found in Cycle I by refining the mindfulness

structure into consistent, teacher-led reflective routines. The integration of breathing exercises, reflective

questioning, and digital discipline not only enhanced students’ cognitive focus but also fostered

emotional calmness and social empathy. Quantitative data confirmed significant and reliable gains

across all indicators, while qualitative reflections illustrated deep behavioral internalization.

Therefore, Cycle II validated mindful teaching as an effective and replicable pedagogical model for

managing students’ attention in digital-era classrooms balancing technological engagement with

reflective awareness, and transforming learning spaces into calm, focused, and empathetic

environments.

This documentation showcases various forms of student discipline that emerged during the

learning process after the implementation of mindful teaching. Documentation shows that students

were calmer when following instructions, no longer used their phones while the teacher was explaining,

and demonstrated a high level of awareness in completing assignments on time. These behavioural

changes illustrate the successful development of self-awareness and self-regulation, which are at the

core of a mindfulness-based learning approach. Thus, student discipline in this context is not merely a

formal rule, but grows from an internal awareness of being fully present in learning activities.

Discussion

The findings from both cycles clearly demonstrate that the systematic application of mindful

teaching can effectively address the attention crisis among students in digital learning environments.

Throughout two consecutive cycles, a consistent pattern emerged. The introduction of structured

mindfulness routines Mindful Start, Reflective Pause, and Guided Reflection led to significant and

observable improvements in students’ concentration, participation, and ability to ignore digital

distractions (Nichols & LeBlanc, 2021; Joshi & Wende, 2022). This progression confirms that the changes

in students’ focus and engagement were not incidental, but rather the result of cumulative reflective

practice and teacher-led consistency in implementing mindfulness-based pedagogy.

Reflection: Action Research Journal, 3(1), 2025 Page 1-12

ISSN: 3025-6461 (Online)

The comparison between Cycles I and II indicates a clear paradigm shift from a reactive to a

reflective learning environment. In Cycle I, students’ attention fluctuated, digital distractions were

prevalent, and teachers tended to respond reactively to misbehavior. In contrast, Cycle II showed that

students became more focused, emotionally balanced, and aware of their own attentional states. The

teacher also reported a calmer classroom atmosphere, indicating a collective change in awareness. This

transformation aligns with the theoretical perspectives of Pazos, Ruiz, & Pérez, (2020) and Hasanah, et

al. (2024), who emphasized that teacher mindfulness significantly influences students’ emotional and

attentional regulation through behavioral modeling and emotional contagion. In the present study,

reflective routines functioned as cognitive resets that helped both teachers and students re-center

attention before, during, and after learning activities (Dinda & Hina, 2024; Qushwa, 2024). These findings

also support the theoretical basis of self-regulated learning, as described, where awareness and self-

monitoring become essential components for sustaining attention and motivation. Mindful teaching thus

adds a spiritual and emotional dimension to this framework by showing that awareness-based

interventions can enhance both cognitive control and emotional resilience within classroom learning.

The results of this study are consistent with a growing body of international and national research

on mindfulness-based educational interventions. Onia (2024) found that mindfulness programs

conducted in schools significantly improve student focus and emotional control, a result similar to the

38 percent increase in focus observed in this study. Jennings (2015) and Meiklejohn et al. (2012) revealed

that mindful teachers foster classrooms characterized by empathy, calmness, and strong social

connections, mirroring the teacher’s reflections in Cycle II. Flook et al. (2013) and Emerson et al. (2017)

likewise emphasized that sustained mindfulness practices cultivate not only attention but also

compassion and social awareness, both of which were observed in the cooperative and empathetic

behavior of students in this study. Furthermore, Felver et al. (2016) and Klingbeil et al. (2017) noted that

short, consistent mindfulness sessions embedded in everyday classroom routines are more effective

than standalone interventions a pattern that was replicated in this classroom action research. On the

national level, Hasanah et al. (2024) and Hefniy (2024) demonstrated that teacher mindfulness within

Islamic educational settings promotes equilibrium between concentration, emotional balance, and moral

values, reinforcing the importance of reflective awareness as a dimension of character education. These

comparisons confirm that the current findings are aligned with both global and local perspectives on the

benefits of mindfulness-based teaching.

A particularly notable finding in this study was the dramatic increase in students’ ability to ignore

digital distractions, which rose by 45 percent between the two cycles. This improvement can be explained

by the synergy between behavioral anchoring, teacher modeling, and metacognitive awareness. The

establishment of a No-Phone Zone and consistent environmental cues, such as placing smartphones

face-down, created external behavioral anchors that helped students manage their impulses. This

approach supports the conclusions of Donnelly et al. (2019) and van der Schuur et al. (2019), who found

that structured smartphone management policies in schools effectively reduce distraction and cognitive

switching costs quoted from (Sulala, 2023; Hefniy, 2024). Equally important was the teacher’s consistent

modeling of calmness and focus, which provided a behavioral mirror that students imitated, consistent

with the emotional contagion mechanism described by Jennings and Greenberg (2009). Additionally, the

reflective self-questioning practice integrated into the Guided Reflection sessions encouraged

metacognitive awareness among students, enabling them to recognize and regulate their distractive

tendencies. This resonates with the work of Vago and Zeidan (2016), who highlighted that mindfulness

enhances meta-awareness of mental states, allowing learners to detect and redirect attention more

efficiently.

The success of mindful teaching in this study was also influenced by several contextual factors.

Student motivation played an important role; learners with stronger intrinsic motivation adapted more

quickly to the mindfulness routines, reflecting findings by Lomas et al. (2017) and Oberle and Schonert-

Reichl (2016) regarding the interaction between mindfulness and motivation in sustaining focus. The

classroom culture also evolved into a state of collective mindfulness, characterized by mutual respect,

Reflection: Action Research Journal, 3(1), 2025 Page 1-12

ISSN: 3025-6461 (Online)

calm communication, and shared responsibility. This observation parallels Sulala (2023) and Martín-

Rodríguez and Madrigal-Cerezo (2025), who argue that awareness becomes sustainable when it is

embedded within collective cultural practices rather than isolated individual acts. In addition, the school’s

smartphone policy, which was consistent with the classroom No-Phone Zone rule, supported behavioral

continuity across contexts, reinforcing students’ ability to apply attentional discipline beyond the

classroom setting. These contextual moderators suggest that the effectiveness of mindful teaching

depends not only on individual awareness but also on the alignment between personal habits, classroom

culture, and institutional policies.

Theoretically, this study expands the concept of self-regulated learning by integrating emotional

and social awareness dimensions, demonstrating that attention management is both an intrapersonal

and interpersonal process. Mindful teaching transforms learning from a mechanical process of

knowledge transmission into a shared reflective experience that harmonizes cognition, emotion, and

spirituality. Emphasized that awareness-based pedagogy bridges the gap between teacher well-being

and student engagement, creating a prosocial classroom culture (Kapoor, Guha, Kanti Das, Goswami, &

Yadav, 2020; Ratten & Jones, 2021; Macchiavello & Siri, 2022). Practically, the study provides a replicable

and low-cost model for teachers and schools: a brief, ten-minute sequence consisting of a three-minute

mindful start, a two-minute reflective pause, and a five-minute guided reflection (Akhtar et al., 2021; Shin

& Hickey, 2021; Vrontis, Chaudhuri, & Chatterjee, 2022). This routine can be applied daily without

additional facilities or complex preparation, offering a feasible approach for schools seeking to improve

focus and emotional regulation among students.

Despite the promising outcomes, the study has several limitations that must be acknowledged. The

non-randomized design and single-class focus limit the generalizability of the findings. The short duration

of two cycles, spanning approximately six weeks, does not capture the long-term sustainability of

mindfulness habits. There is also a possibility of the Hawthorne effect, whereby students modified their

behavior in response to being observed. Furthermore, the absence of a control group prevents definitive

causal conclusions. Future research should adopt quasi-experimental or randomized controlled designs

across multiple schools to test the robustness of these results. Longitudinal studies are recommended

to explore the long-term effects of mindfulness on academic achievement, emotional well-being, and

digital self-regulation. Researchers may also integrate psychophysiological measures such as attention-

tracking or heart rate variability to capture more objective indicators of attentional regulation.

4. CONCLUSION

This classroom action research concludes that two cycles of mindful teaching implementation led

to observable increases in students’ focus, reduced smartphone distractions, and enhanced participation

in learning activities. These improvements were achieved through consistent teacher-led mindfulness

routines such as guided breathing, reflective pauses, and collective awareness practices which fostered

a calm and engaged classroom atmosphere. The process transformed the teacher’s role from merely

reactive classroom management to a more reflective facilitation that nurtures students’ attention,

emotional balance, and self-regulation. The findings highlight that mindful teaching is not only a

pedagogical technique but also a replicable approach that integrates cognitive, emotional, and

behavioral dimensions of learning. It demonstrates that sustainable improvement in learning focus can

emerge from cultivating mindfulness habits rather than relying solely on technological interventions.

Practically, this study suggests that schools can adopt mindful teaching as a structured model to manage

attention and promote well-being in increasingly digital learning environments.

However, this study acknowledges its limitations: the non-randomized classroom design, small

sample size, and the absence of a control group restrict the generalizability of the findings. Future

research is recommended to expand mindful teaching implementation across different grade levels,

include larger and more diverse samples, and employ controlled or longitudinal designs to test causality

Reflection: Action Research Journal, 3(1), 2025 Page 1-12

ISSN: 3025-6461 (Online)

and long-term effects better. Overall, the results affirm that cultivating mindfulness through teacher-led

reflective practices can effectively enhance students’ attention and engagement, contributing to a calmer,

more focused, and meaningful learning experience in the modern classroom.

5. THANK-YOU NOTE

The author would like to thank SMA Tunas Luhur, Paiton, Probolinggo Regency, for providing

permission, support, and facilities during the implementation of this research. Thanks are also extended

to the Postgraduate Program of Sultan Aji Muhammad Idris State Islamic University, Samarinda,

especially the Islamic Education Management Study Program, for providing academic guidance and

administrative support in the preparation of this article. The author would like to express his highest

appreciation to all collaborating teachers and students of class XI IPS 2 who have actively participated in

this classroom action research activity. This research did not receive financial support from external

funding institutions; all research activities and publications were independently funded by the author.

6. REFERENCES

Akhtar, N., Khan, N., Mahroof Khan, M., Ashraf, S., Hashmi, M. S., Khan, M. M., & Hishan, S. S. (2021). Post-covid

19 tourism: Will digital tourism replace mass tourism? Sustainability (Switzerland), 13(10).

https://doi.org/10.3390/su13105352

Bagus, I., Putra Manuaba, A., Violin, M., Yani, W., Ayu, G., Darmayani, S., … Supadmanaba, P. (2024). Building

resilience through self-regulated learning: Addressing academic stress in medical school. Indonesia

Journal of Biomedical Science (IJBS) 2024, 18(2), 270–276. Retrieved from http://ijbs-udayana.org/

Biwer, F., Wiradhany, W., oude Egbrink, M., Hospers, H., Wasenitz, S., Jansen, W., & de Bruin, A. (2021). Changes

and Adaptations: How University Students Self-Regulate Their Online Learning During the COVID-19

Pandemic. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.642593

Clemens, M. (2025). Digital Distraction in United States Adult Online Learners in a Home Environment: An

Exploratory Case Study. search.proquest.com. Retrieved from

https://search.proquest.com/openview/ae79b87f82373c05bc9c4ba3966cd661/1?pq-

origsite=gscholar&cbl=18750&diss=y

del Rosario Demuner-Flores, M. (2023). Self-regulated Learning Strategies and Non-academic Performance in

the Context of the COVID-19 Pandemic. Publicaciones de La Facultad de Educacion y Humanidades Del

Campus de Melilla, Vol. 53, pp. 197–213. https://doi.org/10.30827/publicaciones.v53i3.23773

Dietl, E., & Reb, J. (2021). A self-regulation model of leader authenticity based on mindful self-regulated

attention and political skill. Human Relations, 74(4), 473–501.

https://doi.org/10.1177/0018726719888260

Dinda Febrianti Putri, & Hina, S. (2024). School Zoning Policy Controversy In Elementary Education. EDUCARE:

Jurnal Ilmu Pendidikan, 3(1), 1–11. https://doi.org/10.71392/ejip.v3i1.70

Hasanah, R., Munawwaroh, I., Qushwa, F. G., & Agus R, A. H. (2024). Pengembangan Career Adaptability Melalui

Inovasi Sumber Daya Manusia. EDUKASIA: Jurnal Pendidikan Dan Pembelajaran, 5(1), 169–178.

https://doi.org/10.62775/edukasia.v5i1.734

Hefniy. (2024). Spirituality-Based Leadership Transformation in Building Inclusive Schools: A Case Study of

Efforts to Improve the Quality of Education in the Midst of Social Challenges. Managere Indonesian Journal

of Educational Management, 6(No.2 (2024)), 179–193.

Jishnu, N. S., Vineeth, S. K., Das, A., Balakrishnan, N. T. M., Thomas, A. P., Jabeen Fatima, M. J., … Prasanth, R.

(2021). Electrospun PVdF and PVdF-co-HFP-Based Blend Polymer Electrolytes for Lithium Ion Batteries.

Materials Horizons: From Nature to Nanomaterials, pp. 201–234. https://doi.org/10.1007/978-981-15-

8844-0_8

Joshi, N., & Wende, W. (2022). Physically apart but socially connected: Lessons in social resilience from

community gardening during the COVID-19 pandemic. Landscape and Urban Planning, 223.

https://doi.org/10.1016/j.landurbplan.2022.104418

Kapoor, A., Guha, S., Kanti Das, M., Goswami, K. C., & Yadav, R. (2020). Digital healthcare: The only solution for

Reflection: Action Research Journal, 3(1), 2025 Page 1-12

ISSN: 3025-6461 (Online)

better healthcare during COVID-19 pandemic? Indian Heart Journal, Vol. 72, pp. 61–64.

https://doi.org/10.1016/j.ihj.2020.04.001

Ma, Q., & Chiu, M. M. (2024). Self-regulated and collaborative personalised vocabulary learning approach in

MALL. Language Learning and Technology, Vol. 28, pp. 1–28. scholarspace.manoa.hawaii.edu. Retrieved

from https://scholarspace.manoa.hawaii.edu/server/api/core/bitstreams/2758ac1d-1052-44d1-9205-

f0fe6d540501/content

Macchiavello, E., & Siri, M. (2022). Sustainable Finance and Fintech: Can Technology Contribute to Achieving

Environmental Goals? A Preliminary Assessment of “Green Fintech” and “Sustainable Digital Finance.”

European Company and Financial Law Review, 19(1), 128–174. https://doi.org/10.1515/ecfr-2022-0005

Martín-Rodríguez, A., & Madrigal-Cerezo, R. (2025). Technology-Enhanced Pedagogy in Physical Education:

Bridging Engagement, Learning, and Lifelong Activity. Education Sciences, Vol. 15.

https://doi.org/10.3390/educsci15040409

Mou, T. Y. (2023). Online learning in the time of the COVID-19 crisis: Implications for the self-regulated learning

of university design students. Active Learning in Higher Education, 24(2), 185–205.

https://doi.org/10.1177/14697874211051226

Ng, D. T. K., Ching, A. C. H., & Law, S. W. (2023). Online learning in management education amid the pandemic:

A bibliometric and content analysis. International Journal of Management Education, 21(2).

https://doi.org/10.1016/j.ijme.2023.100796

Nichols, T. P., & LeBlanc, R. J. (2021). Media education and the limits of “literacy”: Ecological orientations to

performative platforms. Curriculum Inquiry, 51(4), 389–412.

https://doi.org/10.1080/03626784.2020.1865104

Onia, S. I. (2024). AI Innovation in Education: Realizing Personalized Learning in the Digital Age. Educative: Jurnal

Ilmiah Pendidikan, 2(3), 178–187.

Paetsch, J., & Drechsel, B. (2021). Factors Influencing Pre-service Teachers’ Intention to Use Digital Learning

Materials: A Study Conducted During the COVID-19 Pandemic in Germany. Frontiers in Psychology, Vol.

12. frontiersin.org. https://doi.org/10.3389/fpsyg.2021.733830

Pazos, A. J. B., Ruiz, B. C., & Pérez, B. M. (2020). Digital transformation of university teaching in communication

during the covid-19 emergency in spain: An approach from students’ perspective. Revista Latina de

Comunicacion Social, 2020(78), 265–287. https://doi.org/10.4185/RLCS-2020-1477

Qushwa, F. G. (2024). Optimizing Human Potential : Integrating Human Resource Management Based On.

Proceeding Of International Conference On Education, 02(01), 1305–1317.

Ratten, V., & Jones, P. (2021). Entrepreneurship and management education: Exploring trends and gaps.

International Journal of Management Education, 19(1). https://doi.org/10.1016/j.ijme.2020.100431

Rizzuto, R. (2019). the Relationship of Perceived Learning and Self-Regulated Learning of Undergraduate Students

and the Curiosity Scores Generated By Packback. digitalcommons.liberty.edu. Retrieved from

https://digitalcommons.liberty.edu/doctoral/3850/

Sardin, S., Banyu Biru, R. C., & Rosmia, A. R. (2022). Self-Regulated Learning: Implementation of Equality Educa-

tion During The Covid-19. Journal of Nonformal Education, Vol. 8, pp. 171–178.

https://doi.org/10.15294/jne.v8i2.36080

Shin, M., & Hickey, K. (2021). Needs a little TLC: examining college students’ emergency remote teaching and

learning experiences during COVID-19. Journal of Further and Higher Education, 45(7), 973–986.

https://doi.org/10.1080/0309877X.2020.1847261

Stan, M. M., Topală, I. R., Necşoi, D. V., & Cazan, A. M. (2022). Predictors of Learning Engagement in the Context

of Online Learning During the COVID-19 Pandemic. Frontiers in Psychology, Vol. 13. frontiersin.org.

https://doi.org/10.3389/fpsyg.2022.867122

Sulala, A. (2023). Teams Games Tournament Learning Model; Efforts in Improving Students’ Way of Thinking.

EDUCARE: Jurnal Ilmu Pendidikan, 2(2), 86–99. https://doi.org/10.71392/ejip.v2i2.77

Vrontis, D., Chaudhuri, R., & Chatterjee, S. (2022). Adoption of Digital Technologies by SMEs for Sustainability

and Value Creation: Moderating Role of Entrepreneurial Orientation. Sustainability (Switzerland), 14(13).

https://doi.org/10.3390/su14137949

3 views·12 pages

Mindful Teaching to Reduce Smartphone Distraction in High School PDF Free Download

Mindful Teaching to Reduce Smartphone Distraction in High School PDF free Download. Think more deeply and widely.

Uploaded by michaelgomez1983 on 4/8/2026

/12

100%