Making Sense of Mindfulness in Indonesian Elementary Schools: A Phenomenological Exploration of Pupils’ Lived Experiences of Concentration and Memory within the “Merdeka Belajar” Context

Abstract

This research To illuminate the essence of Indonesian elementary-school pupils’ lived experience of mindfulness meditation and how it shapes their perception of concentration and memory within the “Merdeka Belajar” contextA hermeneutic-phenomenological study was conducted with five Grade-4–5 pupils. Data were generated through multiple in-depth conversations and participant observations during a four-week classroom mindfulness programme and were analysed via phenomenological reduction and thematic synthesis.Findings research is The invariant essence ”a shift from restless mind to steady mind that opens up space to learn” was expressed through four inter-related themes: felt emotional calmness, sustained attention, easier recall, and positive regard for the quiet moment.Conclusions of this research, Mindfulness is not a mere technique but a pedagogical way-of-being that co-originates with learning; integrating brief mindful pauses can nurture reflective, calm, and autonomous learners consonant with the Pancasila Student Profile.