Pernyataan masalah; Prokrastinasi akademik merupakan bahaya laten yang perlu diwaspadai karena nampaknya lumrah namun dapat menyebabkan menurunnya kinerja akademik, gangguan psikologis, dan gangguan kesehatan fisik. Prokrastinasi dalam setting pendidikan ini diantara disebabkan oleh efikasi diri yang rendah dan ketidakmampuan individu dalam mengatur dirinya dalam belajar.

Tujuan; Penelitian ini bertujuan untuk mengeksplorasi sejauhmana efikasi diri akademik dan kemandirian belajar berkorelasi dengan prokrastinasi akademik siswa dalam hal signifikansi, arah, dan kekuatan prediksi variabel bebas terhadap variabel terikat, baik secara parsial dan simultan.

Metode; Partisipan penelitian ini adalah 450 siswa SMA (laki-laki 164; 36,4%, perempuan 248; 63,6%) di Kabupaten Mojokerto menggunakan teknik proportional cluster random sampling. Angket efikasi diri akademik (reliabilitas 0,923), kemandirian belajar (reliabilitas 0,972) dan prokrastinasi akademik (reliabilitas 0,917) dalam format skala likert dengan format google form digunakan untuk mengumpulkan data responden. Data penelitian dianalisa dengan korelasi product moment, regresi linier sederhana dan berganda dengan software IBM SPSS versi 26.

Temuan dan hasil; 1). Efikasi diri akademik berkorelasi negatif dengan prokrastinasi akademik secara parsial. 2). Kemandirian belajar berkorelasi negatif dengan prokrastinasi akademik secara parsial 3). Efikasi diri akademik dan kemandirian belajar berkorelasi dengan prokrastinasi akademik secara simultan. Hal Ini berarti efikasi diri akademik dan kemandirian belajar berkorelasi dan dapat menjadi prediktor prokrastinasi akademik. Hubungan negatif berarti jika efikasi diri akademik dan kemandirian belajar siswa menurun, maka prokrastinasi akademik siswa meningkat, dan begitu juga sebaliknya, baik secara parsial maupun simultan. Efikasi diri akademik juga ditemukan lebih mampu memprediksi prokrastinasi akademik siswa daripada kemandirian belajar. Selain itu, ditemukan juga ada korelasi positif yang kuat antara efikasi diri akademik dengan kemandirian belajar dan, dari segi gender, laki-laki lebih tinggi tingkat prokrastinasinya daripada perempuan.

Simpulan dan Saran: Simpulannya, ada korelasi negatif yang signifikan antara efikasi diri akademik dan kemandirian belajar dengan prokrastinasi akademik siswa SMA di Kabupaten Mojokerto dan efikasi diri akademik lebih dominan daripada kemandirian belajar dalam memprediksi prokrastinasi akademik. Guru BK dapat melaksanakan asesmen dan intervensi pada siswa prokrastinator melalui layanan bimbingan klasikal, bimbingan kelompok, konseling kelompok dan konseling individu berbasis pada peningkatan efikasi diri akademik dan keterampilan kemandirian pengaturan diri dalam belajar siswa. Pengampu kebijakan di sekolah memfasilitasi Unit Bimbingan dan Konseling dalam merealisasikan program-program Bimbingan dan Konseling dalam mengentaskan masalah-masalah siswa, termasuk prokrastinasi akademik. Penelitian lebih lanjut tentang prokrastinasi akademik dan faktor-faktor internal dan eksternal yang mempengaruhinya diperlukan demi pemahaman mendalam untuk mengentaskan masalah ini.

Kata Kunci: Akademik, prokrastinasi, efikasi diri, kemandirian belajar

ABSTRCT

Nanang Masrur Habibi. 2023. Correlation between Academic Self-Efficacy and Self-Regulated Learning with Academic Procrastination of High School Students in Mojokerto Regency. Thesis, Master of Guidance and Counseling Program, Faculty of Education, Surabaya State University. Supervisor: (I) Dr. Retno Tri Hariastuti, M.Pd., Kons. and (II) Prof. Dr. Rusijono. M.Pd.

Problem statement: Academic procrastination is a latent danger that needs to be watched out for because it seems commonplace but can lead to decreased academic performance, psychological disorders, and physical health problems. Procrastination in educational settings is partly caused by low self-efficacy and the inability of individuals to organise themselves for learning.

Purpose: This study aims to explore the extent to which academic self-efficacy and self-regulated learning correlate with students' academic procrastination in terms of the significance, direction, and predictive power of the independent variables on the dependent variable, both partially and simultaneously.

Methods: Participants were 450 high school students (164 males; 36.4%; 248 females; 63.6%) in Mojokerto district using proportional cluster random sampling techniques. Questionnaires of academic self-efficacy (reliability 0.923), learning independence (reliability 0.972), and academic procrastination (reliability 0.917) in Likert scale format with Google-Form format were used to collect respondents' data. The research data were analysed by product moment correlation, simple linear regression, and multiple linear regression with IBM SPSS software version 26.

Findings and results: 1). Academic self-efficacy is negatively correlated with academic procrastination. 2). Self-regulated learning is negatively correlated with academic procrastination, partially 3). Academic self-efficacy and self-regulated learning correlate with academic procrastination simultaneously. This means that academic self-efficacy and self-regulated learning are correlated and can be predictors of academic procrastination. The negative relationship means that if students' academic self-efficacy and self-regulated learning decrease, then their academic procrastination increases, and vice versa, both partially and simultaneously. Academic self-efficacy was also found to be more able to predict students' academic procrastination than self-regulated learning. In addition, it was also found that there is a strong positive correlation between academic self-efficacy and self-regulated learning, and, in terms of gender, men have higher levels of procrastination than women.

Conclusions and Suggestions: In conclusion, there is a significant negative correlation between academic self-efficacy, self-regulated learning, and academic procrastination among high school students in Mojokerto district, and academic self-efficacy is more dominant than self-regulated learning in predicting academic procrastination. Guidance and counselling teachers can carry out assessments and interventions on procrastinator students through classical guidance services, group guidance, group counselling, and individual counselling based on increasing students academic self-efficacy and self-regulated learning’ skills. Policy makers in schools facilitate the Guidance and Counselling Unit in realising the Guidance and Counselling Programme's goal of alleviating student problems, including academic procrastination. Further research on academic procrastination and the internal and external factors that influence it is needed for a deeper understanding of how to alleviate this problem.

Keywords: Academic, procrastination, self-efficacy, self-regulated learning.