Hubungan Self Regulated Learning, Self Compassion dan Dukungan Sosial dengan Prokrastinasi Akademik Pada Siswa SMA Negeri di Kabupaten Gresik

The Relationship between Self Regulated Learning, Self Compassion and Social Support with the Academic Procrastination of State High School Students in Gresik Regency

Setiap peserta didik mempunyai cara yang berbeda untuk menyelesaikan tugas yang diberikan. Menunda-nunda mengerjakan tugas akan mempengaruhi kinerja akademik (Deemer et al., 2014). Kecenderungan prokrastinasi akademik akan mengakibatkan mengerjakan tugas yang diberikan menjelang batas waktu yang diberikan, sehingga memiliki sedikit waktu untuk belajar. Terdapat beberapa faktor yang dapat mempengaruhi terjadinya prokrastinasi akademik, yaitu faktor internal dan faktor eksternal. Faktor internal ini meliputi faktor yang ada dalam diri individu baik secara fisik maupun psikologis. Self regulated learning dan self compassion diduga dapat mempengaruhi prokrastinasi akademik berdasarkan faktor internal. Sedangkan faktor eksternal seperti keluarga, teman dan lingkungan sekitar (Thahir, 2015). Dukungan sosial diduga dapat mempengaruhi prokrastinasi akademik siswa yang berasal dari faktor eksernal.  Tujuan dari penelitian ini untuk mengetahui hubngan Self Regulated Learning, Self Compassion dan Dukungan Sosial dengan Prokrastinasi Akademik Siswa SMA Negeri di Kabupaten Gresik. Jenis penelitian ini menggunakan penelitian kuantitatif dengan desain korelasional. Subjek dari penelitian ini siswa SMA Negeri di Kabupaten Gresik dengan sampel 391 siswa dengan menggunakan teknik cluster random sampling. Data diambil melalui skala skala self regulated learning yang diadaptasi dari Syahrina & Muarifah (2023) , skala self compassion yang diadaptasi dari Self Compassion Scale (SCS)  K. D. NEFF (2003), Dukungan Sosial yang diadaptasi dari Harahap, (2020). Data diperoleh dan dianalisis menggunakan uji korelasi product moment.

Hasil penelitian menunjukkan bahwa (1) terdapat hubungan yang signifikan antara self regulated learning dengan prokrastinasi akademik siswa SMA Negeri 1 Gresik (2) Terdapat hubungan terdapat hubungan yang signifikan antara self compassion dengan prokrastinasi akademik siswa SMA Negeri di Kabupaten Gresik (3) Terdapat hubungan terdapat hubungan yang signifikan antara dukungan sosial dengan prokrastinasi akademik siswa SMA Negeri di Kabupaten Gresik (4) Terdapat hubungan terdapat hubungan yang signifikan antara self regulated learning, self compassion dan dukungan sosial dengan prokrastinasi akademik siswa SMA Negeri di Kabupaten Gresik (5) Terdapat sumbangan efektif  self regulated learning dengan prokrastinasi akademik sebesar 28%. Sumbangan efektif dari variabel self compassion dengan prokrastiansi akademik sebesar 14%. Dan sumbangan efektif dari dukungan sosial dengan prokrastinasi akademik 3%. Sedangkan sumbangan efektif self regulated learning, self compassion dan dukungan sosial terhadap variabel dependen sebesar 45%.

Each student has a different way to complete the task given. Procrastinating on assignments will affect academic performance (Deemer et al., 2014). The tendency for academic procrastination will result in doing assigned assignments ahead of the given deadline, resulting in little time for studying. There are several factors that can influence the occurrence of academic procrastination, namely internal factors and external factors. These internal factors include factors that exist within the individual both physically and psychologically. Self-regulated learning and self-compassion are thought to influence academic procrastination based on internal factors. Meanwhile, external factors such as family, friends and the surrounding environment (Thahir, 2015). Social support is thought to influence students' academic procrastination which originates from external factors. The aim of this research is to determine the relationship between Self Regulated Learning, Self Compassion and Social Support with the Academic Procrastination of State High School Students in Gresik Regency. This type of research uses quantitative research with a correlational design. The subjects of this research were public high school students in Gresik Regency with a sample of 391 students using cluster random sampling techniques. Data was taken using a self-regulated learning scale adapted from Syahrina & Muarifah (2023), a self-compassion scale adapted from K. D. NEFF's Self Compassion Scale (SCS) (2003), Social Support adapted from Harahap, (2020). Data was obtained and analyzed using the product moment correlation test.

The results of the research show that (1) there is a significant positive relationship between self-regulated learning and the academic procrastination of students at SMA Negeri 1 Gresik (2) There is a significant positive relationship between self-compassion and the academic procrastination of State High School students in Gresik Regency (3) There is a there is a significant positive relationship between social support and the academic procrastination of State High School students in Gresik Regency (4) There is a significant positive relationship between self-regulated learning, self-compassion and social support and the academic procrastination of State High School students in Gresik Regency (5) There is an effective contribution of self-regulated learning with academic procrastination of 28%. The effective contribution of the self-compassion variable to academic procrastination is 14%. And the effective contribution of social support with academic procrastination is 3%. Meanwhile, the effective contribution of self-regulated learning, self-compassion and social support to the dependent variable is 45