This study aims to analyze the planning, implementation, and evaluation of khusyu' time activities in training the learning focus of 5-6 year old children at KB El Jasmeen. This study uses a qualitative approach with a case study type. The research subjects include class B teachers, the principal, parents, and 5-6 year old children as the main subjects observed. Data collection techniques were carried out through observation, in-depth interviews, and documentation. Data analysis used the Miles and Huberman model, which included data reduction, data presentation, and conclusion drawing, and was tested for validity through source triangulation and member checking. The results showed that Khusyu' time was planned systematically through a structured flow of activities, the use of positive affirmation audio, and consistent practice before learning began. The implementation of these activities was able to improve the ability to focus, calmness, and readiness to learn in most children, although there were variations in focus abilities influenced by internal and external factors. The evaluation shows that the routine implementation of khusyu' time contributes to improving self-regulation, the ability to remember activity sequences, and children's emotional management. The findings of this study confirm that strategies to improve learning focus in early childhood can be implemented not only through game-based or motor activity approaches but also through reflective habits based on calmness, positive affirmation, and the integration of spiritual values. Khusyu' time is a pedagogical innovation that enriches the development of self-regulation-based learning strategies in the context of Early Childhood Education.

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