Ainun Nazla Zachira, - (2024) PENGARUH PROKRASTINASI AKADEMIK DAN STRES AKADEMIK TERHADAP PRESTASI BELAJAR PADA MAHASISWA FAKULTAS PENDIDIKAN EKONOMI DAN BISNIS UPI. S1 thesis, Universitas Pendidikan Indonesia.
Abstract
Penelitian ini bertujuan untuk mengetahui gambaran perilaku prokrastinasi akademik, stres akademik yang dialami oleh mahasiswa, dan capaian prestasi belajarnya serta untuk mengetahui pengaruh prokrastinasi akademik dan stres akademik terhadap prestasi belajar pada mahasiswa Fakultas Pendidikan Ekonomi dan Bisnis UPI. Metode yang digunakan dalam penelitian ini yaitu metode deskriptif dan inferensial dengan pendekatan kuantitatif. Populasi penelitian merupakan mahasiswa Fakultas Pendidikan Ekonomi dan Bisnis UPI angkatan 2021 dan 2022 dengan total populasi sebanyak 1.468 mahasiswa dan setelah perhitungan sampel, diperoleh jumlah sampel penelitian sebanyak 314 mahasiswa. Teknik pengambilan sampel menggunakan teknik proportionate random sampling. Teknik pengumpulan data pada penelitian ini yaitu dengan menggunakan kuesioner. Hasil analisis deskriptif menunjukkan bahwa prokrastinasi akademik dan stres akademik pada mahasiswa Fakultas Pendidikan Ekonomi dan Bisnis UPI Angkatan 2021 dan 2022 berada pada kriteria sedang. Sedangkan prestasi belajar mahasiswa Fakultas Pendidikan Ekonomi dan Bisnis UPI Angkatan 2021 dan 2022 menunjukkan bahwa 83% mahasiswa telah mencapai IPK diatas 3,44 dan 17% sisanya masih belum mencapai IPK diatas 3,44. Hasil pengujian keberartian model regresi menujukkan hasil bahwa model regresi memiliki keberartian sehingga dapat digunakan untuk mengambil kesimpulan. Koefisien Determinasi pada penelitian ini menunjukkan 29,4% variasi nilai prestasi belajar dapat dijelaskan oleh variabel prokrastinasi akademik dan stres akademik, sisanya sebesar 70,6% dijelaskan oleh variabel lain di luar model. Hasil pengujian hipotesis menunjukkan bahwa prokrastinasi akademik berpengaruh negatif terhadap prestasi belajar, yang berarti jika prokrastinasi akademik pada mahasiswa tinggi maka prestasi belajar akan menurun dan stres akademik berpengaruh negatif terhadap prestasi belajar, yang berarti jika stres akademik pada mahasiswa tinggi maka prestasi belajar akan menurun. This research aims to determine the description of academic procrastination behavior, academic stress experienced by students, and their learning achievements as well as to determine the influence of academic procrastination and academic stress on the learning achievement of students at the UPI Faculty of Economics and Business Education. The method used in this research is descriptive and inferential methods with a quantitative approach. The research population was students from the UPI Faculty of Economics and Business Education class of 2021 and 2022 with a total population of 1,468 students and after sample calculation, the total research sample was 314 students. The sampling technique uses proportionate random sampling technique. The data collection technique in this research is by using a questionnaire. The results of the descriptive analysis show that academic procrastination and academic stress among students at the UPI Faculty of Economics and Business Education Class of 2021 and 2022 are at moderate criteria. Meanwhile, the learning achievements of students at the UPI Faculty of Economics and Business Education Class of 2021 and 2022 show that 83% of students have achieved a GPA above 3.44 and the remaining 17% have still not achieved a GPA above 3.44. The results of testing the significance of the regression model show that the regression model has significance so that it can be used to draw conclusions. The coefficient of determination in this study shows that 29.4% of the variation in learning achievement scores can be explained by the variables academic procrastination and academic stress, the remaining 70.6% is explained by other variables outside the model. The results of hypothesis testing show that academic procrastination has a negative effect on learning achievement, which means that if academic procrastination in students is high then learning achievement will decrease and academic stress has a negative effect on learning achievement, which means that if academic stress in students is high then learning achievement will decrease.
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| Item Type: | Thesis (S1) |
|---|---|
| Additional Information: | https://scholar.google.com/citations?hl=en&user=ZeyYiO4AAAAJ ID SINTA Dosen Pembimbing: Muhamad Arief Ramdhany: 5993223 Harpa Sugiharti: 6706287 |
| Uncontrolled Keywords: | Prestasi belajar, prokrastinasi akademik, dan stres akademik Learning achievement, academic procrastination, and academic stress |
| Subjects: | B Philosophy. Psychology. Religion > BF Psychology L Education > L Education (General) L Education > LB Theory and practice of education |
| Divisions: | Fakultas Pendidikan Ekonomi dan Bisnis > Pendidikan Akuntansi |
| Depositing User: | Ainun Nazla Zachira |
| Date Deposited: | 05 Nov 2024 08:17 |
| Last Modified: | 05 Nov 2024 08:17 |
| URI: | http://repository.upi.edu/id/eprint/128388 |
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