International Journal of Multidisciplinary Research and Publications ISSN (Online): 2581-6187 67 Wuriani, Lilis Lestari, Annisa Rahmawati, Cau Kim Jiu, Usman, and Yenni Lukita, “Elementary Student’s Concentration Ability in Pontianak Indonesia: A Qualitative Study,” International Journal of Multidisciplinary Research and Publications (IJMRAP), Volume 2, Issue 12, pp. 67-70, 2020. Elementary Student’s Concentration Ability in Pontianak Indonesia: A Qualitative Study Wuriani 1 , Lilis Lestari 2 , Annisa Rahmawati 3 , Cau Kim Jiu 4 , Usman 5 , Yenni Lukita 6 1, 2, 3 Department of Maternity and Child Nursing, STIK Muhammadiyah Pontianak, Indonesia 4 Department of Community Nursing, STIK Muhammadiyah Pontianak, Indonesia 5, 6 Department of Medical Surgical Nursing, STIK Muhammadiyah Pontianak, Pontianak Email address: 1 wuriani@stikmuhptk.ac.id; 2 lilis_lestari90@yahoo.com; 3 annisa@stikmuhptk.ac.id; 4 chaujiu99@gmail.com; 5 usmanudan@stikmuhptk.ac.id; 6 yenniluk@stikmuhptk.ac.id. Abstract— Students who can’t concentrate in their studies suffers from the inability to fully memorize and understand their lessons. According to the survey on 10 students, claims that they can’t concentrate on their lessons for too long due to boredom. The purpose of this study is to explore the learning factors in elementary school students in Pontianak Indonesia. The qualitative research method was conducted on five elementary school students and three teachers. The results of this study found four major theme factors that influence the concentration of elementary school students while learning, namely 1) The student’s knowledge on concentration, 2) the range of time students persist for concentration, 3) factors that influence their concentration while learning, 4) things that students thought of during lessons. Keywords— Special needs school, intellectual disability, teachers, students. I. INTRODUCTION Concentration have a high influence on learning outcomes, students who cannot concentrate clearly will not succeed in memorizing or mastering learning material, and will eventually achieve low scores in their class. In fact, based on the results of interviews with several students, they claimed that their level of concentration is very low during classes, they are often in the class but their minds were elsewhere. Students' difficulties on studies can appear from within the students themselves (internal factors) and from outside students (external factors). Internal factors include illness due to lack of health, intelligence, talent, interest, motivation, mental health factors, and the student's specific character. External factors include parents, school factors, and environmental factors (Supriyono, 2013). In addition, the student's ability to concentrate is also influenced by environmental factors, the environment referred to here is the environment of their class. According to Sopiatin (2010). "a quality teaching and learning process is a process that can increase students' knowledge and abilities optimally". To carry out the teaching and learning process, the supporting facilities are of course needed. It was concluded that the level of student's concentration is still low when attending lessons. From interviews with three teachers, it was founded that teachers have difficulties to maintain their student's attention in class, especially in the middle of lessons, students have begun to look disturbed, chatting with classmates, or looking outside of the class. And the results of a survey of ten students, claimed to be unable to concentrate during lessons for long because they felt that the lessons were boring. Some students said that if they performed badly on their lessons, they would feel embarrassed by their friends, afraid of being scolded by their parents, and eventually became too lazy to go to school. corresponding to the phenomenon above, the researcher wants to explore the factors that might influence the student's level of concentration during lessons. II. OBJECTIVE This study aimed to explore the learning factors in elementary school students in Pontianak Indonesia. III. METHODOLOGY The design used in this study was qualitative with a phenomenological approach, with five elementary school students from various classes and three teachers as participants in this study. IV. RESULTS Categories Themes - Focus - paying attention - calm Student’s knowledge on concentration - One hour - Two Hours Student’s endurance on keeping concentration - Fun lessons - Writing/taking notes to memorize the lessons Factors that influence the concentration - Teacher’s loud voice - Cool and clean class - Talkative seatmates - Looking at the yard - Looking at the open door - Looking at the canteen - Looking at the teacher - Thinking of playing at home - Thinking of home works Things that students thought of during lessons Theme 1: Student’s knowledge on concentration What does concentration mean? that was the first question that I asked to all of the participants, and all of the participants responded with various answers, some of them define