EFEKTIVITAS MINDFULNESS-BASED LEARNING UNTUK MENINGKATKAN RESILIENSI EMOSIONAL SISWA DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DI SMP 9 YOGYAKARTANIM.: 24204011055Khairul Abdillah HarahapauthorStudents' emotional resilience in coping with academic and social pressures remains relatively low. This condition suggests that Islamic Religious Education (PAI) learning, which has predominantly emphasized cognitive achievement, has not yet adequately supported the development of students' socio-emotional competencies, particularly in terms of emotional regulation, stress management, and positive adaptation to various challenges.This study aimed to: (1) identify the level of emotional resilience among students in the experimental and control groups before the implementation of Mindfulness-Based Learning, (2) determine the level of emotional resilience among students in both groups after the implementation of Mindfulness-Based Learning, and (3) analyze the effectiveness of Mindfulness-Based Learning in enhancing students’ emotional resilience in Islamic Religious Education learning. The study was grounded in the theory of mindfulness developed by Jon Kabat-Zinn and the emotional resilience theory proposed by Karen Reivich and Andrew Shatté, which encompasses emotional regulation, impulse control, optimism, causal analysis, empathy, self-efficacy, and reaching out. This study employed a quantitative approach using a quasi-experimental method with a non-equivalent control group design. The research participants consisted of 66 eighth-grade students of SMP Negeri 9 Yogyakarta, including 33 students from Class VIII A as the experimental group and 33 students from Class VIII F as the control group. Data were collected through questionnaires, interviews, observation and documentation. the research instruments included an emotional resilience questionnaire, an interview guide, and documentation forms. Data analysis was conducted using Independent Samples t- Test, and N-Gain analysis with the assistance of IBM SPSS Statistics software. The findings revealed that the mean pre-test score of the experimental group was 108.48, while that of the control group was 108.39, indicating that both groups had relatively equivalent initial conditions. Following the intervention, the experimental group demonstrated a greater improvement in emotional resilience compared to the control group. The results of the Independent Samples t-Test showed a significance value of 0.000 < 0.05, indicating a statistically significant difference between the two groups. Furthermore, the N-Gain analysis indicated that the experimental group fell within the moderately effective category, whereas the control group was classified as ineffective. These findings demonstrate that Mindfulness-Based Learning is effective in enhancing students’ emotional resilience in Islamic Religious Education learning. These findings provide a conceptual basis for integrating mindfulness and emotional resilience into Islamic Religious Education. Future studies should develop and empirically validate a Mindfulness-Based Learning model grounded in Islamic values across different educational settings.371.36 Metode Pengajaran, Metode Pembelajaran2026-08-03UIN SUNAN KALIJAGA YOGYAKARTA;FAKULTAS ILMU TARBIYAH DAN KEGURUANThesis