scholarly journals Hubungan Regulasi Diri dengan Prokrastinasi Akademik

2021 ◽  
Vol 1 (10) ◽  
pp. 861-866
Author(s):  
Sedyawati Sedyawati
Keyword(s):  
Data Analysis ◽  
Self Regulation ◽  
Cluster Sampling ◽  
Academic Procrastination ◽  
Self Regulated Learning ◽  
Bivariate Correlation ◽  
Analysis Technique ◽  
Regulated Learning ◽  
Class Viii ◽  
The Relationship

Abstract: Academic procrastination is a behavioral tendency to procrastinate tasks that occur in students. Factors that influence it include the lack of strategies in self-regulation or self-regulation (self-regulated learning). As one of the countries affected by the COVID-19 pandemic, Indonesia is implementing learning from home. In this condition, students are expected to have skills in managing themselves in learning during the learning process from home. This quantitative study examines the relationship between self-regulated learning and students' academic procrastination during the pandemic. The population of this research is the students of SMP Negeri 6 Malang, and the research sample uses random cluster sampling so that the number of students obtained is 168 consisting of class VII, class VIII, and class IX. The data collection uses a self-regulated learning scale and an academic procrastination scale on google forms distributed through online class Whatsapp groups. The data analysis technique used is a bivariate correlation to determine the relationship between the two variables. The data analysis results showed no significant relationship between self-regulated learning and students' academic procrastination. Abstrak: Prokrastinasi akademik merupakan kecenderungan perilaku menunda-nunda tugas yang terjadi pada siswa. Faktor yang mempengaruhi prokrastinasi akademik, antara lain kurangnya strategi pengaturan diri atau regulasi diri. Regulasi diri dibutuhkan siswa, terutama dalam kondisi kurang menguntungkan pada saat ini yaitu pandemi covid-19. Situasi saat ini menuntut siswa memiliki keterampilan mengatur diri yang baik agar terhindar dari kebiasaan menunda-nunda tugas. Tujuan penelitian ini untuk mengetahui hubungan antara regulasi diri dan prokrastinasi akademik selama pandemi covid-19. Populasi penelitian adalah siswa SMP Negeri 6 Malang, teknik pengambilan sampel menggunakan cluster random sampling dan diperoleh 167 siswa kelas VII, kelas VIII dan kelas IX. Pengumpulan data menggunakan skala regulasi diri dan skala prokrastinasi akademik. Teknik analisis data penelitian yaitu korelasi bivariat. Hasil analisis data menunjukkan bahwa tidak ada hubungan yang signifikan antara regulasi diri dengan prokrastinasi akademik siswa selama pandemi covid-19.

scholarly journals Self Regulated Learning dan Dukungan Sosial dengan Prokrastinasi Akademik pada Mahasiswa di Masa Pandemi

2021 ◽  
Vol 2 (1) ◽  
pp. 1-7
Author(s):  
Niken Titi Pratitis ◽  
Suroso Suroso ◽  
Reni Oktaviana Cahyanti ◽  
Farra Lailatus Sa’idah Sa’idah
Keyword(s):  
Social Support ◽  
Data Analysis ◽  
Pearson Correlation ◽  
Self Regulation ◽  
Correlation Technique ◽  
Public And Private ◽  
Self Regulated Learning ◽  
Analysis Technique ◽  
Regulated Learning ◽  
Non Parametric

Abstract— Student academic procastination is a tendency to procrastinate in completing assignments so that it results in not completing assignments and even hindering his studies in Higher Education One of the causes of internal factors is the lack of strategy and self-regulation or self-regulation, while external factors that are also predicted to cause procastination are social support. This quantitative study was aimed at examining the relationship between self-regulated learning and social support and academic procrastination during the pandemic. Research respondents were 266 students of all majors from various public and private universities whose data were obtained through the google form scale, which was distributed through social media applications. The data analysis technique used is the non-parametric Spearman Brown technique and the parametric Pearson correlation technique. The results of data analysis showed that there was a significant correlation between self-regulated learning and academic procastination (sig.0.029) but there was no significant correlation between social support and academic procastination (sig. 0.903). Keywords: self regulated learning, social support, academic procastination Abstrak— Prokastinasi akademik mahasiswa merupakan kecenderungan perilaku menunda-nunda menyelesaikan tugas hingga berakibat tidak terselesaikannya tugas bahkan terhambat studinya di Perguruan Tinggi. Salah satu faktor internal penyebabnya adalah kurangnya strategi dan pengaturan diri atau regulasi diri (self regulated) sementara faktor eksternal yang juga diprediksi dapat menyebabkan prokastinasi adalah, dukungan sosial. Penelitian kuatitatif iniditujukan untuk menguji hubungan antara self regulated learning dan dukungan sosial dengan prokrastinasi akademik dimasa pandemi. Responden penelitian adalah 266 orang mahasiswa semua jurusan dari berbagai universitas negeri maupun swasta yang datanya diperoleh melalui skala google form, yang disebarkan melalui aplikasi media sosial. Teknik analisis data yang digunakan yaitu teknik non parametric spearman brown dan teknik parametric pearson correlation. Hasil analisis data menunjukkan bahwa terdapat korelasi yang signifikan antara self regulated learning dengan prokastinasi akademik (p= 0,029) tetapi tidak ada korelasi yang signifikan antara dukungan sosial dengan prokastinasi akademik (p= 0,903). Kata kunci : self regulated learning, dukungan sosial, prokastinasi akademik

scholarly journals Hubungan Antara Konsep Diri dan Regulasi Diri terhadap Tingkat Prokrastinasi Mahasiswa Pendidikan Agama Islam

2020 ◽  
Vol 8 (01) ◽  
pp. 133-150
Author(s):  
Efrida Mandasari ◽  
Muhammad Ihsan
Keyword(s):  
Data Analysis ◽  
Multiple Regression ◽  
Positive Relationship ◽  
Self Regulation ◽  
Sampling Technique ◽  
The Self ◽  
Self Concept ◽  
Academic Procrastination ◽  
Analysis Technique ◽  
The Relationship

This study aims to determine the relationship between self-concept and self-regulation with procrastination in student. This research uses correlational quantitative desigan. The sample used amounted  77 of the population 729 student with purposive sampling technique. The data analysis technique with multiple regression  . The results showed that a positive relationship between the self- concept and self-regulation was positively linked to the procratation of students.  This is indicated by the coefficient of Freg = 58,654 where p 0.05. This indicates that self-concept and self-regulation are significantly linked to academic procrastination, the higher the value of self-concept and self-regulation, the lower the academic procrastination. Conversely, the lower the value of self-concept and self-regulation, the higher the academic procrastination.

scholarly journals Structural Relationship among Mobile Phone Dependence, Self-Efficacy, Time Management Disposition, and Academic Procras-tination in College Students

2021 ◽  
Author(s):  
Peng Sheng Chen ◽  
Jing Li ◽  
Seung-Yong Kim
Keyword(s):  
Factor Analysis ◽  
Mobile Phone ◽  
Mobile Phones ◽  
Time Management ◽  
Self Efficacy ◽  
Academic Procrastination ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Negative Effect ◽  
The Relationship

Background: We aimed to investigate the relationship among mobile phone dependence, self-efficacy for self-regulated learning, time management disposition, and academic procrastination in Chinese students majoring in physical education. In addition, we explored the mediating roles of self-efficacy for self-regulated learning and time management disposition in the relationship between mobile phone dependence and academic procrastination. Methods: We adopted a random sampling method to identify 324 physical education majors at five universities in Shaanxi Province, China in 2020. Data were analyzed via exploratory factor analysis, confirmatory factor analysis, correlation analysis, structural equation model analysis, and path analysis. Results: Mobile phone dependence had significant positive effects on academic procrastination (P<0.001) and self-efficacy for self-regulated learning (P<0.05) but a significant negative effect on time management disposition (P<0.001). Self-efficacy for self-regulated learning had a significant positive effect on academic procrastination (P<0.001), while time management disposition had a significant negative effect on academic procrastination (P<0.01). Notably, self-efficacy for self-regulated learning and time management disposition mediated the relationship between mobile phone dependence and academic procrastination (P<0.05). Conclusion: In addition to its direct effect on academic procrastination, mobile phone dependence exerts an indirect effect via time management disposition and self-regulated learning efficacy. Reducing students’ dependence on mobile phones is necessary for attenuating academic procrastination on university campuses. Thus, universities should aim to restrict the use of mobile phones in the classroom, actively cultivate students’ confidence in their self-regulated learning ability, and educate them regarding appropriate time values.

scholarly journals Students’ Metacognition and Self-Regulated Learning: An Analysis Through Students’ Work in Solving HOTS Problem

2020 ◽  
Vol 5 (1) ◽  
pp. 21
Author(s):  
Imas Ismayati ◽  
Nani Ratnaningsih ◽  
Supratman Supratman
Keyword(s):  
Data Analysis ◽  
Thinking Skills ◽  
Research Subjects ◽  
Higher Order Thinking Skills ◽  
Self Regulated Learning ◽  
Analysis Technique ◽  
Regulated Learning ◽  
Evaluation Stage ◽  
Data Collection Technique ◽  
Attention To Students

The aims of this study are to analyze and describe the metacognition of students who have high, moderate, and low Self-Regulated Learning (SLR) in solving Higher Order Thinking Skills (HOTS) type problem. The research method that used was qualitative, research subjects were taken from students who can provide information about the results of their work to obtain complete data and stop when there was no information that can be extracted (saturated data), then obtained 6 people consisting of students who have high, medium, low SLR. The Data collection technique used was the think-aloud method. The data analysis technique used in this study was a model from Miles and Huberman. Based on the data analysis, it can be concluded that: the metacognition of students with high SLR used metacognition in the indicators to compose strategies and monitor actions to the maximum while at the evaluation stage they had not been able to mention other alternatives to solve the problem, the metacognition of students with medium SLR used metacognition to the maximum in the indicators of the stage of compiling strategies but at the monitoring actions they had not been able to interpret the results of the answers and at the stage of evaluation they had not been able to mention other alternatives to solve the problem, the metacognition of students with low SLR had not been able to use metacognition to the maximum. Teachers must pay attention to students' self-regulated learning and metacognition in solving HOTS problems.

scholarly journals The Relationship between Self Regulated Learning Participants in Competency Test With Competency Test Results for Indonesian Midwives in South Sulawesi for the period July-September 2020

2021 ◽  
Vol 8 (1) ◽  
pp. 28-33
Author(s):  
Zelna Yuni Andryani.A ◽  
Nurfaizah Alza
Keyword(s):  
Self Regulation ◽  
Sampling Technique ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Self Regulated Learning ◽  
Study Approach ◽  
South Sulawesi ◽  
A Value ◽  
Regulated Learning ◽  
The Relationship

Background: Self-regulation in learning (Self-regulated learning) is a concept about how a student becomes a regulator for his own learning. Self-regulation is a process in which a student activates and supports cognition, behavior, and feelings which are systematically oriented towards achieving a goal. Learning outcomes are determined by effort rather than level of intelligence. The effort in question is that students are able to organize themselves to learn independently. Purpose: : This study aims to determine the relationship between self-regulated learning and the Indonesian midwife competency test. Methods: The research design used analytical survey with cross sectional study approach using snow ball sampling technique with a sample size of 192 respondents. Results: The results showed that there was no relationship between Self Regulated Learning and the results of the Indonesian Midwives Competency Test with a value of p = 0.236 (> α value). The need for further research on other factors that affect the results of the Indonesian Midwives Competency Test.

scholarly journals Correlation of Learning Motivation with Self Regulated Learning at SMA Negeri 1 Tasikmalaya City

2019 ◽  
Vol 1 (6) ◽  
Author(s):  
Romy Faisal Mustofa ◽  
Alyaa Nabiila ◽  
Suharsono Suharsono
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Goals ◽  
Self Regulated Learning ◽  
Bivariate Correlation ◽  
Analysis Technique ◽  
Constructive Process ◽  
Regression Test ◽  
Regulated Learning ◽  
Biology Learning

Self regulated learning is a constructive process that is active in setting learning goals. This ability should be owned by every individual to become a successful learner. Another thing students must have in order to be successful in the process and learning outcomes is motivation. This research was conducted to investigate the correlation between motivational of biology learning with self regulated learning (SRL) in grade X MIPA 9 SMA Negeri 1 Kota Tasikmalaya. The research was carried out in April 2019. The research method used was correlation. The population of this research was all students of  X MIPA 9 as many as 30 people. Samples were taken using saturated sampling techniques so that the entire population was sampled. The research instrument used in this study was Motivated Strategies for Learning Questionnaire (MSLQ) consists of 2 parts namely motivational belief and self regulated learning strategies. The data analysis technique used was bivariate correlation regression test. Based on the results of the study can be concluded that there is a significant simultaneous correlation between motivational of biology learning and with self regulated learning (R= 0,761; R2 = 0,580). It means that the contribution from motivational of biology learning towards SRL is 58%.

scholarly journals The Effect of Self-Regulated Learning (SRL) On Academic Procrastination In Class XI Students of Senior High School 2 Purbalingga, Indonesia

2021 ◽  
Vol 3 (2) ◽  
pp. 156-164
Author(s):  
M. Salim Anwar ◽  
Retno Dwiyanti
Keyword(s):  
High School ◽  
Student Learning ◽  
Significant Influence ◽  
Self Regulation ◽  
The Other ◽  
Educational Institutions ◽  
Academic Procrastination ◽  
Learning Methods ◽  
Self Regulated Learning ◽  
Regulated Learning

Academic procrastination is one of the problems experienced by students, which is caused by feeling tired or bored. While on the other hand, students need the ability to organize themselves to achieve their goals. This study aims to determine the effect of self-regulated learning on academic procrastination in class XI students of SMA Negeri 2 Purbalingga. The hypothesis proposed in this study is that self-regulated learning has a significant effect on academic procrastination in class XI students of SMA Negeri 2 Purbalingga. The sample of this research is the students of class XI SMA Negeri 2 Purbalingga with a total of 80 students. Data were collected by using several instruments in the form of academic procrastination scale and self-regulated learning scale. The academic procrastination scale has a reliability of 0.741 and a self-regulated learning scale of 0.744. The results of the analysis show that the calculated F is 146.734 with a coefficient of p = 0.000 (p<0.01), t = -12.113. It can be concluded that the hypothesis is accepted, namely that there is a significant influence between self-regulated learning on academic procrastination in class XI students of SMA Negeri 2 Purbalingga and self-regulated learning. It has an effect of 65.3% on academic procrastination (R = square = 0.653). For educational institutions, the results of this study can be a contribution to the thought of psychology to design various learning methods that lead to the concept of self-regulation in student learning in order to reduce academic procrastination.

scholarly journals The relationship between mobile learning and self-regulated learning: A systematic review

2020 ◽  
Vol 36 (4) ◽  
pp. 151-172
Author(s):  
Agnieszka Palalas ◽  
Norine Wark
Keyword(s):  
Systematic Review ◽  
Mobile Learning ◽  
Self Regulation ◽  
Geographic Location ◽  
Theoretical Models ◽  
Mobile Technologies ◽  
Measurement Instruments ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Relationship

A systematic review of 38 primary research peer-reviewed articles, drawn from six databases and spanning from January 2007 to January 2019, was conducted to determine the principle information that they collectively offered on the relationship between mobile learning (m-learning) and self-regulated learning (SRL). In answering the research questions posed, a synthesis of the following 12 key elements was undertaken: (1) research aims, (2) research methodologies, (3) outcomes, (4) education discipline areas, (5) educational levels, (6) educational contexts, (7) geographic location, (8) time frame, (9) type of device, (10) m-learning and SRL definitions, (11) theoretical models, and (12) m-learning, self-regulation (SR), and SRL variable measurement instruments. The frequency of studies on the relationship between m-learning and SRL increased in more recent years, as did the types of devices used in these studies. More than three quarters of the studies concluded that m-learning enhanced SRL, SRL enhanced m-learning, or m-learning and SRL enhanced other learning factors (e.g., health, curriculum development). Moreover, the relationship between m-learning and SRL was dynamic and complex. A primary recommendation was to intentionally integrate m-learning and SRL into formal curricula guided by informed, technologically adept educators who provided appropriate, ever-decreasing support and scaffolding as learners became more self-determined.   Implications for practice or policy: M-learning research and practice should be founded upon relevant theory and validated definitions of m-learning that consider ever-advancing technologies and related pedagogies that include participatory activities. M-learning designers should ensure that mobile technologies are used intentionally and selectively, guided by clearly defined learning objectives, and integrated into the curriculum by technologically adept educators who provide appropriate, ever-decreasing support and scaffolding as learners become more self-determined. When designing m-learning, educators should consider digital safety and privacy issues.

scholarly journals Hubungan Regulasi Diri dalam Belajar dan Efikasi Diri dengan Prokrastinasi Akademik Mahasiswa

2018 ◽  
Vol 4 (2) ◽  
pp. 90
Author(s):  
Indah Sari Liza Lubis
Keyword(s):  
Self Efficacy ◽  
Quantitative Methods ◽  
Negative Relationship ◽  
Sampling Technique ◽  
Academic Procrastination ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Saturated Sample ◽  
Relationship Of ◽  
The Relationship

This study aims to determine: (1) the relationship between self regulated learning and student academic procrastination; (2) the relationship of self efficacy with student academic procrastination; (3) the relationship between self regulated learning and self efficacy with student academic procrastination. The hypothesis proposed is a negative relationship between self regulated learning and self efficacy with student academic procrastination, assuming the higher self regulated learning and self efficacy, the lower the student academic procrastination. Conversely, the lower the self regulated learning and self efficacy, the higher the student's academic procrastination. The number of samples is 61 people. The sampling technique uses saturated sample techniques. The data collection techniq uses questionnaire. The research method used is quantitative methods. The results of the study conclude that: (1) there is a negative relationship between self regulated learning and student academic procrastination; (2) there is a negative relationship between self efficacy and student academic procrastination; (3) there is a negative relationship between self regulated learning and self efficacy with student academic procrastination.

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