The Relationship of Self-Regulated Learning with Academic Procrastination of Students of State Senior High School 1 of Tambun Selatan

  • Nurmawati Nurmawati Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Prof. Dr. Hamka
  • Bagas Prasetyo Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Prof. Dr. Hamka

Abstract

In the world of Education today, some problems often occur in high schools, namely academic procrastination, which is still carried out by students. Academic procrastination is the tendency of individuals to deliberately delay the start or completion of important and timely tasks on academic tasks. To reduce this impact, it is necessary to have self-control in learning that can support the achievement of learning goals by regulating and controlling a learning system known as self-regulated learning. This study aims to determine the relationship between students’ self-regulated learning with academic procrastination in State Senior High School 1 of Tambun Selatan. This study uses a correlational method with a quantitative approach. The sample in this study amounted to 110 students from class X and XI SMA Negeri 1 Tambun Selatan taken using a simple random sampling technique. The analysis technique used is the product-moment correlation technique with a significance level of 5%. Based on the analysis results, it is known that the F value is 0.798, and the significance value is 0.000 (P <0.05). The results showed a relationship between self-regulated learning and academic procrastination in students of State Senior High School 1 of Tambun Selatan.

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Published
Dec 21, 2022
How to Cite
NURMAWATI, Nurmawati; PRASETYO, Bagas. The Relationship of Self-Regulated Learning with Academic Procrastination of Students of State Senior High School 1 of Tambun Selatan. Syntax Literate ; Jurnal Ilmiah Indonesia, [S.l.], v. 7, n. 12, p. 16939-16946, dec. 2022. ISSN 2548-1398. Available at: <https://jurnal.syntaxliterate.co.id/index.php/syntax-literate/article/view/10439>. Date accessed: 03 feb. 2023. doi: http://dx.doi.org/10.36418/syntax-literate.v7i12.10439.