Monica, Sherlyn (2024) Raih sukses pendidikan: peran self-regualted learning dalam mengatasi prokrastinasi akademik pada siswa SMA = Achieving academic success: the role of self-regulated learning in overcoming academic procrastination among high school students. Bachelor thesis, Universitas Pelita Harapan.
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Abstract
Penelitian ini bertujuan untuk menganalisis peran self-regulated learning dalam
mengatasi prokrastinasi akademik pada siswa SMA. Prokrastinasi akademik, kebiasaan
menunda-nunda tugas yang berdampak negatif pada prestasi akademik, sering dijumpai
pada siswa di tingkat SMA. Dengan pendekatan kuantitatif, penelitian ini menggunakan
metode regresi linear berganda untuk mengukur hubungan antara self-regulated learning
dengan prokrastinasi akademik, melibatkan 278 siswa SMA di Tangerang sebagai
sampel. Instrumen yang digunakan adalah skala prokrastinasi akademik dan skala
self-regulated learning yang diadaptasi dari penelitian sebelumnya.
Hasil penelitian menunjukkan bahwa terdapat hubungan negatif yang signifikan
antara self-regulated learning dengan prokrastinasi akademik. Secara khusus, aspek
motivasi dan perilaku dalam self-regulated learning memiliki kontribusi terbesar dalam
menurunkan prokrastinasi, sedangkan aspek metakognisi tidak menunjukkan pengaruh
signifikan. Dengan demikian, kemampuan siswa dalam mengatur motivasi dan perilaku
belajar terbukti efektif dalam mengurangi kecenderungan menunda tugas.
Kesimpulannya, peningkatan self-regulated learning, terutama dalam hal motivasi dan
perilaku, penting untuk mengatasi prokrastinasi akademik pada siswa SMA.
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This study aims to analyze the role of self-regulated learning in overcoming academic procrastination among high school students. Academic procrastination, the habit of delaying tasks that negatively impacts academic achievement, is commonly found among high school students. Using a quantitative approach, this study employs multiple linear regression methods to measure the relationship between self-regulated learning and academic procrastination, involving a sample of 278 high school students in Tangerang. The instruments used are an academic procrastination scale and a self-regulated learning scale adapted from previous research.
The results indicate a significant negative relationship between self-regulated learning and academic procrastination. Specifically, the motivation and behavior aspects of self-regulated learning contribute the most to reducing procrastination, while the metacognition aspect does not show a significant effect. Thus, students' abilities to regulate their motivation and learning behaviors have proven effective in reducing tendencies to delay tasks. In conclusion, enhancing self-regulated learning, especially in terms of motivation and behavior, is essential in addressing academic procrastination among high school students.
Item Type: | Thesis (Bachelor) |
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Creators: | Creators NIM Email ORCID Monica, Sherlyn NIM01121210047 genoveva011905@gmail.com UNSPECIFIED |
Contributors: | Contribution Contributors NIDN/NIDK Email Thesis advisor Lidiawati, Krishervina Rani NIDN0320098701 krishervina.lidiawati@uph.edu |
Uncontrolled Keywords: | self-regulated learning; prokrastinasi akademik; siswa SMA; motivasi; perilaku; self-regulated learning; academic procrastination; high school students; motivation; behavior. |
Subjects: | B Philosophy. Psychology. Religion > BF Psychology |
Divisions: | University Subject > Current > Faculty/School - UPH Karawaci > Faculty of Psychology > Psychology Current > Faculty/School - UPH Karawaci > Faculty of Psychology > Psychology |
Depositing User: | SHERLYN MONICA |
Date Deposited: | 15 Jan 2025 03:53 |
Last Modified: | 15 Jan 2025 03:53 |
URI: | http://repository.uph.edu/id/eprint/66259 |