Abstrak
This research was motivated by students’ attention distractions during the learning process, which can hinder their engagement and understanding of the material presented. Attention distractions can be observed when students talk to their peers, play during lessons, fail to pay attention to the teacher’s explanations, and engage in other activities unrelated to the learning process. Therefore, appropriate teacher strategies are needed to restore and maintain students’ attention throughout the learning process. This study aims to describe the strategies employed by the fourth-grade classroom teacher in addressing students’ attention distractions at State Elementary School (SDN) 6 Palangka and to identify the forms and factors influencing the occurrence of students’ attention distractions. This research employed a qualitative approach with a descriptive research design. Data were collected through observation, interviews, and documentation. The research subjects consisted of the principal, the fourth-grade classroom teacher, and fourthgrade students. Data analysis was conducted through the stages of data condensation, data presentation, and conclusion drawing. The results showed that the classroom teacher employed several strategies to address students’ attention distractions, including the use of varied learning methods and the management of the classroom environment. The teacher used various learning methods, such as lectures to explain concepts, followed by discussions to increase interaction among students. The teacher also managed the classroom environment and seating arrangements to support students’ attention during the learning process. The implementation of these strategies was adjusted to the students’ conditions and characteristics. The forms of students’ attention distractions included a lack of attention to the teacher’s explanations, students disturbing their peers during the learning process, and students having difficulty maintaining focus on learning activities. Two factors influenced students’ attention distractions, namely internal factors originating from within the students and external factors arising from the students’ learning environment. Future researchers are expected to develop further studies by examining more diverse teacher strategies for addressing students’ attention distractions and involving broader subjects and learning contexts. In addition, future research may investigate the effectiveness of these strategies in improving students’ focus and engagement during the learning process. Keywords: Teacher Strategies, Attention Distractions, Fourth-Grade Students, Learning.