The Implementation of Yoga Teaching in Improving Elementary
School Students’ Learning Concentration
Kadek Aria Prima Dewi PF and Ni Putu Erlina Partini
Faculty of Dharma Acarya, State Institute of Hindu Dharma (IHDN) of Denpasar, Denpasar, Indonesia
Keywords: Yoga, Learning Concentration, Elementary School Students.
Abstract: This study aims to describe the implementation of Yoga teaching in elementary school children to improve
the learning concentration. This study outlines yoga movements that specifically can help elementary school
children in the learning process. The qualitative research method with the form of descriptive research is used.
The study shows the result that there are yoga movements that can be implemented in the learning process,
particularly the yoga movement which is done at the opening of the learning process in the classroom or
special treatment through yoga extracurricular at SDN 1 Sumerta. Yoga in general consists of 9 streams,
namely (1) jnana yoga (the union through knowledge); (2) karma yoga (the union through social service to
others); (3) bhakti yoga (union through devotion to God); (4) yantra yoga (union through visual creation /
mandala); (5) tantra yoga (unification through the generation of chakra energy); (6) mantra yoga (union
through sounds); (7) kundalini yoga (union through the awakening of kundalini energy); (8) hatha yoga (the
union through the union of body and breathing); and (9) raja yoga (the union through mental mastery). In this
study, the implemented stream of yoga is the hatha yoga which includes activities of pranayama, mudra,
bandha and asanas.
1 INTRODUCTION
The success of the learning process is affected by
many factors, whether it is intrinsic factor from the
students themselves or extrinsic factor outside the
students, such as the absence of self-motivation,
unconducive atmosphere of the learning
environment, health condition of students which is
not good, and the boredom of students. The learning
concentration is related to motivation, anxiety, the
feeling of distress, distraction, panic, readiness to
study, and concentration. The concentration is a
learning condition which requires serenity, comfort,
the attention of someone in understanding content of
the learned lesson. If a student is unable to focus
his/her mind on the learned lesson, he/she cannot
concentrate. Therefore, the students will forget the
learned subjects. One of the trainings considered able
to train concentration is yoga.
In the teaching of Hinduism, Yoga, in teaching of
Patanjali and Sad Darsana, completely explains eight
stages of self-control which are called Astanggayoga.
The Astanggayoga consists of yama, nyama, asanas,
pranayama, pratyahara, darana, dyana, and
Samadhi in Sarasvatī (2002). Yoga is made training
medium since yoga has stages to perform the
concentration, among individuals or to The One
Almighty God. Kayli Routhier-Martin (2015)
elaborated that yoga, through the meditation program
conducted in elementary school in the United States
of America, is able to solve the negative effect of
stress, restlessness, and poverty in their students.
Therefore, in the effort to help students achieve their
best potency, Mayor of Denpasar City suggested that
this yoga activity is done by all people, starting from
children, teenagers, adult people, to elderly people, as
well as non-Hindu people (metrobali.com, 2014).
One of the schools implementing the teaching of yoga
in Denpasar City is State Elementary School 1
Sumerta. This research elaborates the implementation
process of yoga teaching as a medium to improve the
learning concentration of students in the school.
2 METHODS
This research used the qualitative descriptive
approach. The used data are qualitative data with the
primary data source, namely teacher, headmaster, and
PF, K. and Partini, N.
The Implementation of Yoga Teaching in Improving Elementary School Students’ Learning Concentration.
In Proceedings of the 2nd International Conference on Sociology Education (ICSE 2017) - Volume 2, pages 149-155
ISBN: 978-989-758-316-2
Copyright © 2018 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
149

students, while the sources of secondary data are from
literatures, books, previous researches,
documentation. The information was also obtained
from the second informant, namely practitioners and
instructors of yoga. The subjects of research are
students in State Elementary School 1 Sumerta. The
technique to determine informant in this research is
the purposive sampling technique. The used data
collection techniques are observation, interview,
literature, and document study. The collected data
were analyzed according to the model of Milles and
Huberman (2009) with data triangulation, namely
data reduction, data display, and conclusion
drawing/verification.
3 FINDINGS AND DISCUSSION
3.1 The Implementation of Yoga
Teaching as Medium to Improve
the Learning Concentration of
Students in Class
3.1.1 Before Teaching and Learning
Processes
The purpose of learning in class refers to the
framework of a National curriculum called 2013
curriculum. The learning purpose refers to four
binding core competence, namely religious/spiritual
attitude, social attitude, knowledge, and skill.
Therefore, before the learning process is performed
by students, they are asked to say panganjali of Hindu
people and dainika upasana (daily prayer), namely
guru puja. To say greeting and guru puja mantra, the
students started it with the standing posture (on
āsana) in which they have been taught āsana in yoga.
The good standing posture includes the straight
position of both legs, straight back of the neck, and
eyes looking forward. With these simple things, the
students have been taught to focus their mind on one
spot, which can train their mental concentration.
After standing up straight, the students are taught
to hold hand in prayer position in front of the chest
before saying greeting and Guru Puja mantra.
Holding hand in prayer position in front of the chest
while the tops of all fingers are close, pointing
upward is one of the positions in yoga as the symbol
of respect among the creatures. In saying Om
swastyastu, the priority is expression of soul from
gesture, language, pure heart, and smile.
Swastikarana (2013) stated that gesture, language of
pure heart and smile are reflection of yoga teaching.
3.1.2 During Teaching and Learning
Processed
In the teaching and learning processes in State
Elementary School 1 Sumerta, students are taught to
sit in a comfortable position with the perpendicular
position of back, neck, and head. Both hands can be
on table and the eyes look straight ahead. With that
position, the students will be more focused and
concentrate when learning the lessons from teachers.
The sitting position of students is one of postures
suggested in yoga āsana, Sthira Sukham Āsanam;
āsana means stable and comfortable sitting position.
When back, neck, and head are straight, the spine as
an axis of body is also straight. The spinal cord has
the nerves moving out and in between two vertebraes
controlling the sensory and motor functions
throughout the body (Acarya, 2001). However, when
someone bends his/her spine forward, he/she moves
the centre of gravity of his/her body forward and the
centre of gravity is not in toe anymore, so the
concentration will be disturbed (Acarya, 2013).
3.1.3 After Teaching and Learning
Processes
After implementation of the teaching and
learning processes is finished, the students
perform puja tri sandya in their own class. The
implementation of puja tri sandya to end this
lesson is done at 12.00 Indonesian Central Time
simultaneously in every class. The
implementation of puja tri sandhya involves the
activities of mudra, pranayama, and asana.
3.2 The Implementation of Yoga
Teaching as Medium to Improve
the Learning Concentration of
Students outside Class
3.2.1 Puja Tri Sandya
In the activity of tri sandya, students have applied the
teaching of yoga starting from the standing posture
(āsana), hand posture (mudra), and pranayama.
Therefore, after performing puja tri sandya, students
are ready to learn lesson in class. The type of mudra
in this worship is amustikarana; the clenching right
hand is covered by left hand, while two thumbs meet,
point upward, and are placed to epigastrium. Thumb
represents the element of soil, stomach, and worry;
when one finger representing an element touches
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thumb, the element is balanced. Therefore, the
disease caused by the imbalance can be cured.
Low motivation and worry can be cured with this
posture whenever puja tri sandhya is performed. This
therapy is recommended to be performed in around
45 minutes; in this puja tri sandya, the amusti karana
posture is performed for around 15 minutes
considering that the elementary school-age children
cannot yet perform this for a long time, particularly in
the standing position. This posture should be
performed in the sitting position with sila sana, a and
bajrasana postures. Before performing this mudra,
the inhaling activity which is performed three times
functions to relax the mind. The activity of puja tri
sandya in the school is performed twice, at morning
and afternoon.
3.2.2 When Performing Extracurricular of
Yoga Ᾱsana
The implementation of extracurricular activities of
yoga āsana in State Elementary School 1 Sumerta is
every Friday from 06.00 a.m. to 07.15 a.m.
Indonesian Central Time. The training of yoga āsana
extracurricular activities is performed for classes IV,
V, and VI with 7 stage, namely the opening prayer
(Japa), Pranayama (breath control), Stretching,
Surya Namaskara, āsana, Relaxation (Savāsana),
and the closing prayer (Japa).
3.2.2.1 Opening Prayer (Japa)
The opening prayer is filled with gayatri mantra and
closed with paramasanthi. The prayer uses Sanskrit
language. Therefore, to make students understand its
meaning, the prayer is translated by teacher after it is
said together. The elementary school-age children use
Indonesian language and Balinese language every
day, while the presentation of meaning in prayer uses
Indonesian language, so the children understand
purpose of the implemented activity.
The praying posture is started with sitting as
comfortable as possible; students can choose the
desired sitting posture, such as siddhāsana (sitting
cross-legged posture with left or right leg placed
above), padmāsana (sitting cross-legged posture with
two legs overlapping each other), and sukhāsana
(posture considered comfortable for oneself). The
students are slowly directed to control breath while
closing eyes. In silence for a while, students are
directed together to say prayer. Stage of Praying
Together can see in figure 1.
Figure 1: Stage of Praying Together
(Source: Documentation of Researcher, 2016).
3.2.2.2 Pranayama (Breath control)
Pranayama is performed by holding hand in prayer
position in front of the chest (in the middle of
epigastrium), taking deep breath through nose and
chanting mantra "Ang Namah", continued by taking
breath in stomach by saying "Ung Namah", and
slowly exhaling through nose while saying "Mang
Namah"; all mantras are pronounced in heart. It is
repeated three times (Interview on 3 June 2016).
Pranayama consists of prana and yama in which
prana means wind, the vital weather. Prana also
means power, purpose, and ambition to live.
Meanwhile, yama means range or extension.
Extension or expansion of energy or the living energy
and the development of desire power is pranayama
(Suamba, 2016: 10). Pranayama is a science to
balance and regulate vital energy or prana through
the skilful manipulation of breath. Patanjali in Yoga-
Sutra (II: 49) defined pranayama as a flow regulation
of the incoming breath (Svaha) and exhalation
(prasvsayoh) followed by holding breath (vicchedah).
3.2.2.3 Stretching
The stretching is started in area of leg joint, neck joint,
and abdominal muscle. The whole stretching is useful
for relaxing all muscles which start to get damaged,
particularly from leg to thigh. Besides relaxing the
stretching muscles on leg, it is also useful for flexing
the leg muscles which are not flexible in the
beginning. Therefore, students performing stretching
before the next āsana will avoid injury and pain,
particularly in leg. One of stretching movements on
leg and hand can see in figure 2.
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151

Figure 2: One of Stretching Movements on Leg and Hand.
(Source: Documentation of Researcher, 2016)
3.2.2.4 Surya Namaskara
Surya namaskara consists of twelve postures; each of
them relates to one of twelve symbols in zodiac. One
complete rotation from Surya namaskara of twelve
postures is performed twice consecutively. The
movement of surya namaskara gives a number of
general benefits and has a very strong effect on all
tissues in the body, like endocrine gland, blood flow,
breath, digestion, and the concentration
improvement. Twelve movements are explained
below.
 Praṇamāsana (Praying Posture). It is the
position of standing up straight as wide as
shoulder. Both palms are placed
simultaneously in front of the chest. The whole
body is relaxed. Eyes look forward. Exhalation
is done slowly; this movement is useful for
forming a concentration condition and serenity
in preparing for training and obtaining energy
from universe (Sarasvatī, 2002);
 Hasta Uttanāsana (Posture of Both Arms
Lifted). Both arms are lifted above the head.
Both arms are stretched as wide as shoulder,
while both palms meet or face upward. Head
and upper body are bent backward, while eyes
look as far as possible backward. Hip is lifted a
little. Breathing and lifting arms are done at the
same time. This movement is useful for
stretching what is inside the abdominal cavity,
getting rid of the excess of fat, and improving
digestion. It trains muscles in arm and
shoulder, harmonizes nerves, spine, and opens
all lung chambers (Sarasvatī, 2002);
 Pādahastāsana (Posture from hand to leg). The
body bends over forward to fingers or both
hands touch soil in every side or in front of both
legs. Knee is kissed in this position. Both knees
are still straight without being bent and eyes are
focused to knee. Exhalation is always done as
long as the body is bent over forward. This
movement aims to get rid of or to prevent the
bellyache and other diseases in stomach. It
reduces the excess of fat in stomach, improves
digestion, and facilitates blood flow. It relaxes
the spine (Sarasvatī, 2002: 18);
 Aṡva Sancalanāsana (Posture of riding horse).
It is a movement of placing both hands on both
sides of legs, bending the right knees while
throwing left legs backward as far as possible.
Left thumb and knee touch floor, while left toes
are bent. Pelvis leans forward; the spine is
curved while looking up. Body is in a balanced
position. Inhalation is done while stretching leg
backward and looking up. This movement
massages abdominal organs and improves their
functions. Muscles in legs will be strengthened.
The balance of nerve will be achieved
(Sarasvatī, 2002);
 Parvatāsana (Posture of mountain). This
movement is performed by placing the right leg
backward side by side with left leg. It is done
by slowly lifting bottom little by little and
lowering the position of head and placing it
between both arms, so the body forms the
triangle with floor. Knee is placed on floor,
while the eyes look knees and neck is bent
inward. The exhalation is done while
straightening leg and bending over body; this
movement aims to strengthen nerves and
muscles in both arms and legs. To help
relaxing, spine is flexed in the opposite
direction toward previous gesture and further.
The next steps are harmonizing nerve of spine,
accelerating flow, and improving concentration
(Sarasvatī, 2002);
 Astāngga Namaskāra (Salute with 8 limbs).
It is a movement of bending knee to floor,
placing chest and chin to floor, while
maintaining bottom in the upper position. Both
hands, chin, chest, knee, and toe touch the
floor, while the spine is curved. Exhalation is
still like parvatāsana; only in this stage,
inhalation and exhalation change alternately.
The benefit of this movement is to strengthen
muscle of leg and arm, chest, and stomach
(Sarasvatī, 2002);
 Bhujaṅgāsana (Posture of Cobra). It is a
movement of lowering hip while pushing chest
forward and above while resting on arm; until
the spine is curved, both legs backward are not
allowed to be bent or straightened forward, and
head looks up. Leg and lower stomach are still
on floor and arms support body. Inhalation is
done when head looks up and chest cavity is
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opened while bending spine. The benefit of this
movement is to suppress the stopping blood
from the abdominal organs and to push the
fresh blood flow. This posture is very
beneficial for all stomach diseases, including
the inability to digest and constipation.
Bending the back trains spine, relaxes the
muscles, and improves concentration
(Sarasvatī, 2002);
 Parvatāsana (Posture of mountain). This
position repeats the position 5. Arms and knees
should be kept straight. While using shoulder
as the rotation point, bottom is lifted, head is
lowered, neck is bent, and eyes look knees
(Sarasvatī, 2002);
 Aṡva Sancalanāsana (Posture of riding horse).
This position repeats the position 4. Right leg
is pulled forward while right leg is placed right
in the middle of both hands. The left knee is
slowly placed to floor and pelvis is pushed
forward. Spine is curved and eyes look
backward as far as possible (Sarasvatī, 2002);
 Pādahastāsana (Posture from hand to leg).
This position repeats the position 3. Left leg is
placed parallel to right leg, straightened, and
bent forward, while the bottom is lifted and
head is placed on knee. Both hands are still
placed beside the leg (Sarasvatī, 2002).
 Hasta Uttanāsana (Posture of Both Arms
Lifted). This position repeats the position 2.
Hand is lifted above head. Both hands can meet
or the palms are faced above. The back is
curved and the pelvis is lifted a little (Sarasvatī,
2002);
 Praṇamāsana (Praying Posture). This position
repeats the position 1. Both hands are lowered
and held in praying position in front of the chest
(Sarasvatī, 2002).
Movement of Aṡva Sancalanāsana can see in
figure 3.
Figure 3: Movement of Aṡva Sancalanāsana.
(Source: Documentation of Researcher, 2016)
3.2.2.5 Āsana
There are several types of āsana in the teaching of
yoga with their own benefits and functions. To date,
there are several types of āsana taught in State
Elementary School 1 Sumerta during the
extracurricular activities, namely the standing āsana,
sitting āsana, and lying āsana. The standing asana
has several movements as follows:
 Tadāsana (Posture of Palm Tree), which is
useful for training or improving concentration,
strengthening the abdominal muscles and
stretching intestine, cleaning the blockage in
spinal nerves in joint appearing from the spine;
 Trikoṇāsana (Posture of Triangle) which is
useful for loosening up pelvis and backbone
(this āsana is also useful for focusing the mind
of students on an object, since in this
movement, there is a view on one focal point);
 Natarāja āsana (Posture of God Shiva) which
is useful for flexing muscles of spine, balancing
leg and hand, and improving concentration;
 Natavara āsana (Posture of God Krishna)
which is useful for controlling nerves, helping
the improvement of concentration and it is a
predecessor posture which is good for
meditation.
The sitting asana consists of movements as follows:
 Gomukhāsana (Posture of Cow Face), useful
for balancing tissue of nerve, helping the
physical control and training mental
concentration, and relaxing both legs;
 Angusthāsana (Posture of Tiptoe) which serves
to control the sexual system and to help
strengthening toes and ankle;
 Ardha Matsyendrāsana (Posture of Half Spinal
Twist) which is useful for harmonizing the
nerves of spine, relaxing back muscles and
spine (By massaging the abdominal organs,
several diseases in digestion can be cured. It
helps controlling the release of adrenaline from
the gland and improving the concentration.);
 Merudandāsana (Posture of Spine) which is
useful for activating abdominal organs, heart in
particular, and strengthening the abdominal
muscles. It helps removing intestinal worm,
stimulating the peristalsis (appendix) of
intestine and balancing all areas of stomach. It
balances the balance of body and
concentration;
 Dvi Pāda Kandharāsana (Gesture of two legs
supporting shoulder) which is useful for
balancing all abdominal organs, liver, small
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spleen, heart, intestine, and other organs (This
Āsana is also useful for improving strength and
getting rid of laziness and fatigue.);
 Sarvāngāsana (Posture of Candle) which is
useful for preparing the existing nervous
system in the stomach, accelerating blood flow
to head, balancing the body, strengthening the
hand muscle, and training concentration.
Besides, this candle posture is useful for
improving the digestion system in the stomach.
3.2.2.6 Relaxation (Savāsana)
Savāsana is a relaxation posture performed after
surya namaskara or āsana. This relaxation activity
aims to eliminate fatigue after the training of yoga
before the students perform the teaching and learning
processes. Savāsana which is known as the posture of
dead body requires the conscious will from the whole
body to relax until it feels weak, like the dead body
without soul.
Savāsana is performed starting from the lying
position while looking up; the whole body is relaxed,
two legs are opened with as wide as shoulder, the
right leg is laid down to right and the left leg is laid
down to the left, both hands are placed beside the
body, while the palm faces upward. Both eyes are
closed slowly. The whole body is controlled to be as
comfortable as possible, without any movement.
The consciousness is slowly focused to the leg.
The concentration is focused without movement or
stress. The whole leg is felt in the relaxing condition.
When the leg is fully relaxed, the consciousness is
slowly moved to ankle and lower leg. The area is
made relax; it is then moved to thigh and bottom.
While stopping for a while, the whole lower part of
body is felt in the relaxed condition. It is then moved
upward to lower stomach, navel, upper stomach,
chest, back, hand, forearm, in a relaxed state.
The consciousness is then moved upward to the
area of oesophagus, chin, lip, nose, cheek, eye,
forehead, top of head, back of head, and the whole
area of head. The whole body is then felt in a relaxed
state.
When the whole body is in a relaxed state, without
the contraction in a muscle, both hands are held in the
praying position in front of the chest. Both hands are
scrubbed in front of the chest until it feels warm; it is
repeated three times while stimulating two eyes to
open again. After two eyes are opened, the students
wake up slowly and return to the sitting posture at the
beginning before the training starts.
3.2.2.7 The Closing Prayer (Japa)
The students return to the comfortable sitting
position, while the back of neck and head is
straightened. Both hands are placed again on knee to
form jnana mudra, the hand attitude which is
performed by meeting thumb and index finger. The
breath is slowly controlled and two eyes are closed.
After silence for a while, the closing prayer is chanted
to express gratitude to the ruler of place where the
training is held and the ruler of universe. The prayer
"Om Lokah Samastah Sukhino Bhavantu" is repeated
three times and it means "May the whole universe be
in peaceful and happy state." It is ended by chanting
parama santih.
3.3 Discussion
There are many researches conducted as the effort to
improve the participation of students in the school.
Yoga is one of programs provided by several schools,
as well as in the elementary school. In Denpasar, the
similar activity has been done, but the yoga, in
particular, is not yet seriously performed to improve
the learning concentration of students. Butzer et al.
elaborated that yoga has a positive contribution on the
students' behaviour. In his research, class-based yoga
activity was performed as an effort to manage the
stress behaviour of their students. (tt:2). Yoga activity
can help students in improving their self-awareness;
improving self-awareness can help students get
involved longer in the learning process (Rix and
Bernay, 2014). Students have different social
background, culture, and economy, so it affects their
behaviour in the class. Therefore, by following the
awareness-improving program in elementary school
students in New Zealand, it can help students to learn
more effectively. Yoga is one of programs to help
students in focusing their attention, so their awareness
level gets better.
Thus, the implementation of yoga in State
Elementary School 1 Sumerta is ideally planned and
developed more effectively. The right duration needs
to be considered in yoga implementation in the
school. Considering that the students spend more time
in their houses, the parent involvement program
should be developed in improving the awareness of
students in improving the learning concentration. The
program which can be developed should improve the
involvement of parents in education in school by
giving a task, which must be done by students
together with their parents (Dewi, 2016). Thus, the
limitation of yoga implementation in school can be
solved by performing it together with parent. It will
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also improve communication between parent and
children. Therefore, the motivation to achieve the best
potency will increase when the psychological need in
form of the sense of safety, being loved, and being
appreciated is met according to the perspective of
Maslow. Further research in the framework of
experimental research to involve parent in the yoga
activity is required, so it can give a more
comprehensive knowledge on the implementation of
yoga program to improve the learning participation of
students in the school.
4 CONCLUSIONS
The implementation of yoga teaching as a medium to
improve the learning concentration of students in
State Elementary School 1 Sumerta is inside and
outside the class. The activity in the class includes the
implementation of teaching of asthangga yoga,
namely yama, niyama, āsana, pranayama, and
dharana before, during, and after the teaching and
learning processes. The activity outside the class
includes puja tri sandya in the yard and the
implementation of yoga extracurricular activities.
The implementation of yoga activity in the effort to
improve the learning concentration of students will be
more effective when involving parents in the family
education considering that many activities of
elementary school students are done in their family.
If it can be done, the development of students'
potency will be more effective.
ACKNOWLEDGEMENTS
This research can be completed well with the support
from all parties in State Elementary School 1 Sumerta
of Denpasar, Bali, particularly Headmaster, Teacher
of Hinduism, Yoga Instructor, and students in classes
4, 5, and 6. I also want to thank Rector of IHDN
Denpasar and Dean of Faculty of Dharma Acarya for
their trust and assistance, so the research team and I
can conduct this research well. It is impossible to
complete this research without support from my
beloved husband, I Wayan Yusswara, and my two
beloved sons, I Wayan Gde Danuarta and I Made
Raditya Dhananjaya. May goodness and blessing
come from all directions, for all people who have
supported the realization of this research. Loka
Samastha Sukhinah Bhawanthu.
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