Hubungan self regulated learning dan dukungan orangtua terhadap perilaku prokrastinasi akademik

Wenny Audina Kartikasari; Marjohan Marjohan; Rezki Hariko

doi:10.29210/30031579000

Hubungan self regulated learning dan dukungan orangtua terhadap perilaku prokrastinasi akademik

Wenny Audina Kartikasari

⁽¹⁾, Marjohan Marjohan ⁽²⁾, Rezki Hariko ⁽³⁾,
(1) Bimbingan dan Konseling, Universitas Negeri Padang

Indonesia
(2) Bimbingan dan Konseling, Universitas Negeri Padang

Indonesia
(3) Bimbingan dan Konseling, Universitas Negeri Padang

Indonesia

Corresponding Author
Copyright (c) 2022 Wenny Audina Kartikasari, Marjohan Marjohan

DOI : https://doi.org/10.29210/30031579000

Full Text:

Language : en

Abstract

Penelitian ini bertujuan untuk menganalisis: (1) self regulated learning, dukungan sosial orangtua, dan perilaku prokrastinasi akademik, (2) regulated learning terhadap prokrastinasi akademik, (3) dukungan sosial orangtua terhadap Perilaku Prokrastinasi Akademik, dan (4) menguji korelasi self regulated learning dan dukungan sosial orangtua serta perilaku prokrastinasi akademik. Penelitian ini menggunakan metode kuantitatif deskriptif jenis korelasi. Pengambilan sampel dengan teknik proportional stratified random sampling diperoleh sebanyak 244 orang siswa. Data dianalisis dengan statistik deskriptif, regresi sederhana, dan regresi berganda. Hasil penelitian menunjukkan bahwa: (1) tingkat self regulated learning berada pada kategori tinggi, (2) dukungan orang tua juga dalam kategori tinggi, (3) perilaku prokrastinasi akademik dikategorikan tinggi, (4) self regulated learning memberikan hubungan yang signifikan terhadap pengurangan perilaku prokrastinasi akademik, (5) dukungan sosial orang tua memberikan hubungan`yang signifikan terhadap pengurangan perilaku prokrastinasi akademik dan (6) self regulated learning dan dukungan sosial orang tua secara bersama-sama terhadap pengurangan perilaku prokrastinasi akademik.

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