Hubungan Prokrastinasi Akademik Dengan Self-Regulated Learning dan Motivasi Belajar Pada Peserta Didik Sekolah Menengah Atas (SMA)

Relationship Academic Procrastination With Self-Regulated Learning and Learning Motivation in High School Students

Fenomena Prokrastinasi akademik pada peserta didik mengalami peningkatan seiring berjalannya pandemi Covid-19. Peningkatan prokrastinasi akademik disebabkan oleh pemberlakuan sistem pembelajaran daring maupun hybrid. Prokrastinasi akademik muncul dikarenakan berbagai faktor intrinsik maupun ekstrinsik. Secara umum tujuan dalam penelitian yaitu untuk mengetahui hubungan antara prokrastinasi akademik dengan self-regulated learning dan motivasi belajar pada peserta didik SMA. Lebih spesifik, terdapat tiga tujuan khusus dalam penelitian ini. Pertama, untuk mengetahui ada atau tidaknya hubungan antara prokrastinasi akademik dengan self-regulated learning pada peserta didik SMA. Kedua, untuk mengetahui ada atau tidaknya hubungan antara prokrastinasi akademik dengan motivasi belajar pada peserta didik SMA. Ketiga, untuk mengetahui ada atau tidaknya hubungan antara prokrastinasi akademik dengan self-regulated learning dan motivasi belajar pada peserta didik SMA. Penelitian dilaksanakan melalui pendekatan kuantitatif dengan rancangan korelasional. Populasi penelitian ini adalah peserta didik kelas XI di SMA N kota Bojonegoro. Sampel penelitian yang digunakan adalah peserta didik kelas XI di SMA N 1 Kedungadem, SMA N 1 Kepohbaru dan SMA N 1 Sugihwaras sebanyak 257 peserta didik yang diambil melalui teknik simple random sampling. Data penelitian dikumpulkan melalui teknik laporan diri dengan skala prokrastinasi akademik, skala self-regulated learning dan skala motivasi belajar. Ketiga skala tersebut telah teruji validitasnya dan secara berurutan memiliki koefisien reliabilitas sebesar 0,917, 0,865, dan 0,951. Analisis data dilakukan melalui metode statistik dengan menggunakan rumus korelasi ganda. Hasil analisis pertama membuktikan bahwa terdapat hubungan yang signifikan antara prokrastinasi akademik dengan self-regulated learning dengan skor signifikansi 0,000 dan koefisien korelasi sebesar -0,588. Hasil analisis kedua membuktikan bahwa terdapat hubungan yang signifikan antara prokrastinasi akademik dengan motivasi belajar dengan skor signifikansi 0,000 dan koefisien korelasi sebesar -0,769. Hasil analisis ketiga membuktikan bahwa terdapat hubungan yang signifikan antara prokrastinasi akademik dengan self-regulated learning dan motivasi belajar dengan skor signifikansi 0,000 dan koefisien korelasi sebesar 0,805. Hasil dari penelitian ini dapat digunakan oleh guru bimbingan dan konseling sebagai bahan kajian untuk menangani permasalahan prokrastinasi akademik yang terjadi di kalangan peserta didik.

Kata Kunci: Prokrastinasi Akademik, Self-Regulated Learning, Motivasi Belajar

The phenomenon of academic procrastination in students has increased along with the Covid-19 pandemic. The increase in academic procrastination is caused by the implementation of online and hybrid learning systems. Academic procrastination arises due to various intrinsic and extrinsic factors. In general, the research objective is to determine the relationship between academic procrastination with self-regulated learning and learning motivation in high school students. More specifically, there are three specific objectives in this research. First, to determine whether or not there is a relationship between academic procrastination and self-regulated learning in high school students. Second, to determine whether or not there is a relationship between academic procrastination and learning motivation in high school students. Third, to determine whether or not there is a relationship between academic procrastination and self-regulated learning and learning motivation in high school students. The research was carried out through a quantitative approach with a correlational design. The population of this study were students of class XI at Senior High School Bojonegoro. The research sample used was class XI students at Senior High School 1 Kedungadem, Senior High School 1 Kepohbaru and Senior High School 1 Sugihwaras as many as 257 students taken through simple random sampling technique. Research data were collected through self-report techniques with academic procrastination scale, self-regulated learning scale and learning motivation scale. The three scales have been tested for validity and respectively have reliability coefficients of 0.917, 0.865, and 0.951. Data analysis was carried out through statistical methods using multiple correlation formulas. The results of the first analysis prove that there is a significant relationship between academic procrastination and self-regulated learning with a significance score of 0.000 and a correlation coefficient of -0.588. The results of the second analysis prove that there is a significant relationship between academic procrastination and learning motivation with a significance score of 0.000 and a correlation coefficient of -0.769. The results of the third analysis prove that there is a significant relationship between academic procrastination with self-regulated learning and learning motivation with a significance score of 0.000 and a correlation coefficient of 0.805. The results of this study can be used by guidance and counseling teachers as study material to deal with academic procrastination problems that occur among students.