Modul Self-Regulated Learning untuk Mengatasi Prokrastinasi Akademik Mahasiswa yang Mengerjakan Tugas Akhir

  • Anastasia Hanugrah Budiani Fakultas Psikologi, Universitas Surabaya, Jawa Timur
  • Lena Nessyana Pandjaitan Fakultas Psikologi, Universitas Surabaya, Jawa Timur
  • Aniva Kartika Fakultas Psikologi, Universitas Surabaya, Jawa Timur
DOI: https://doi.org/10.35814/mindset.v14i02.4661
Abstract views: 214 | PDF (Bahasa Indonesia) downloads: 203

Abstract

 When working on their final projects, students often fall prey to academic procrastination. This is when they consciously delay academic tasks due to a lack of self-discipline, which can have negative consequences. To investigate this issue, a study was conducted on students who procrastinated while working on their final projects. The study utilized a research and development approach, with the goal of creating effective self-regulated learning modules to combat academic procrastination. The participants, three students who had worked on their final projects for four semesters, were chosen through purposive sampling. Data was collected through interviews and a procrastination scale. Results showed that all participants had high levels of procrastination, both before and during the completion of their final projects, due to a lack of self-regulated learning skills. To address this, the researchers developed a module based on self-regulated learning theory and data from the participants. The module was evaluated by both participants and experts, and was found to be effective in overcoming academic procrastination while working on final projects.

References

Akinsola, M. K., Tella, A., & Tella, A. (2007). Correlates of academic procrastination and mathematics achievement of university undergraduate students. Eurasia Journal of Mathematics, 3(4), 363–370.

Coolican, H. (2018). Research methods and statistics in psychology (7th ed.).London: Routledge.

Daryanto. (2013). Menyusun modul: Bahan ajar untuk persiapan guru dalam mengajar. Yogyakarta: Gava Media.

Grunschel, C., Patrzek, J., & Fries, S. (2013). Exploring reasons and consequences of academic procrastination: An interview study. European Journal of Psychology of Education, 28, 841–861.

Grunschel, C., Patrzek, J., Klingsieck, K. B., & Fries, S. (2018). “ I ’ ll stop procrastinating now !” Fostering specific processes of self-regulated learning to reduce academic procrastination. Journal of Prevention & Intervention in the Community, 46(2), 143–157.

Hanifah, F., & Rusmawati, D. (2019). Pengaruh pelatihan self-regulated learning terhadap prokrastinasi akademik pada siswa SMP negeri 33 Semarang. Jurnal Empati, 8(2), 124–130.

Klingsieck, K. B. (2013). Procrastination when good things don’t come to those who wait. European Psychologist, 18(1), 24–34.

Mann, L. (2016). Procrastination revisited: A commentary. Australian Psychologist, 51(1), 47–51.

Martinko, M. J., & Mackey, J. D. (2019). Attribution theory: An introduction to the special issue. Journal of Organizational Behavior, 40(5), 523–527.

Motie, H., Heidari, M., & Alsadat, M. (2016). Predicting academic procrastination during self-regulated learning in iranian first grade high school students international. Procedia - Social and Behavioral Sciences Social and Behavioral Sciences, 69, 2299–2308.

Motie, H., Heidari, M., & Sadeghi, M. A. (2013). Development of a self –regulation package for academic procrastination and evaluation of its effectiveness. The European Journal of Social & Behavioural Sciences, 4(1), 889–896.

Natalya, L., & Purwanto, C. V. (2016). Bab VI Validitas Isi. In I. B. Siaputra & L. Natalya (Eds.), Teori dan praktik cara asyik belajar pengukuran psikologis (pp. 49–54). Center for Lifelong Learning.

Özer, B. U. (2011). A cross sectional study on procrastination: Who procrastinate more ? International Conference on Education, Research and Innovation, 18, 34–37.

Ozer, B. U., Demir, A., & Ferrari, J. R. (2013). Reducing academic procrastination through a group treatment program: A pilot study. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 31(3), 127–135.

Özer, B. U., & Ferrari, J. R. (2009). Exploring academic procrastination among Turkish students: Possible gender differences in prevalence and reasons. Journal of Social Psychology, 149(2), 241–257.

Özer, B. U., & Saçkes, M. (2011). Effects of academic procrastination on college students’ life satisfaction. Procedia - Social and Behavioral Sciences, 12, 512–519.

Pintrich, P. R. (1999). The role of goal orientation in self-regulated learning. In Handbook of Self-Regulation (pp. 451–502). Academic Press.

Purwanto, Rahadi, A., & Lasmono, S. (2007). Pengembangan modul. Jakarta: Pusat Teknologi Informasi dan Komunikasi Pendidikan (PUSTEKKOM) Depdiknas.

Sarajar, D. K. (2016). Pengaruh pelatihan self-regulated learning terhadap prokrastinasi penyelesaian skripsi pada mahasiswa tingkat akhir. Insight, 18(2), 150–160.

Scent, C. L., & Boes, S. R. (2014). Acceptance and commitment training : A brief intervention to reduce procrastination among college students. Journal of College Student Psychotherapy, 28, 144–156.

Schunk, D. H. (2005). Self-regulated learning : The educational legacy of Paul R. Pintrich. Educational Psychologist, 40, 85–94.

Setiawan, H. P., & Faradina, S. (2018). Perfeksionisme dengan prokrastinasi akademik dalam menyelesaikan skripsi pada mahasiswa univeritas syiah kuala. Seurune Jurnal Psikologi Unsyiah, 1(2), 20–36.

Solomon, L. J., & Rothblum, E. D. (1984). Academic procrastination : Frequency and cognitive-behavioral correlates. Journal of Counseling Psychology, 31(4), 503–509.

Steel, P. (2007). The nature of procrastination : A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133(1), 65–94.

Sugiyono. (2016). Metode penelitian kuantitatif, kualitatif, dan r&d. Bandung: Alfabeta.

Sunhaji. (2013). Konsep pendidikan orang dewasa. Jurnal Kependidikan, 1(1), 1–11.

Tuckman, B. W., & Schouwenburg, H. C. (2004). Behavioral interventions for reducing procrastination among university students. In H. C. Schouwenburg, C. H. Lay, & T. A. Pychyl (Eds.), Counseling the procrastinator in academic settings (pp. 91–103). American Psychological Association.

Ursia, N. R., Siaputra, I. B., & Sutanto, N. (2013). Prokrastinasi akademik dan self-control pada mahasiswa skripsi fakultas psikologi. Makara Seri Sosial Humaniora, 17(1), 1–18.

Was, C. A., & Beziat, T. L. R. (2015). Exploring the relationships between goal orientations, knowledge monitoring and academic achievement. Journal of Education and Human Development, 4(3), 67–77.

Wijaya, H. E., & Nashori, F. (2015). Efektivitas pelatihan regulasi diri untuk menurunkan prokrastinasi mahasiswa dalam mengerjakan skripsi. Jurnal Intervensi Psikologi, 7(1), 79–96.

Wiranti, N. N., & Supriyadi, S. (2015). Efikasi diri dan dukungan sosial dosen pembimbing skripsi pada prokrastinasi akademik mahasiswa universitas udayana. Jurnal Psikologi Udayana, 2(1), 100–112.

Zimmerman, B. (2002). Becoming learner: Self-regulated overview. Theory into Practice, 41(2), 64–70.

Published
2023-12-13
How to Cite
Budiani, A. H., Pandjaitan, L. N., & Kartika, A. (2023). Modul Self-Regulated Learning untuk Mengatasi Prokrastinasi Akademik Mahasiswa yang Mengerjakan Tugas Akhir. Jurnal Ilmiah Psikologi MIND SET, 14(02), 90-110. https://doi.org/10.35814/mindset.v14i02.4661
Section
Articles