Namira Khosyi Nasywa, - (2025) HUBUNGAN ANTARA STRATEGI KOGNITIF SELF-REGULATED LEARNING DENGAN PERILAKU PROKRASTINASI AKADEMIK MAHASISWA TEKNOLOGI PENDIDIKAN UNIVERSITAS PENDIDIKAN INDONESIA. S1 thesis, Universitas Pendidikan Indonesia.
Abstract
Perilaku prokrastinasi akademik sering kali menjadi masalah di kalangan mahasiswa, yang dapat disebabkan oleh kurangnya manajemen waktu, motivasi yang rendah, serta kurangnya strategi belajar yang efektif. Prokrastinasi akademik dapat berdampak negatif terhadap efektivitas belajar serta pencapaian akademik mahasiswa. Salah satu faktor yang dapat membantu mengatasi masalah ini adalah penerapan strategi kognitif dalam self-regulated learning, yang mencakup pengulangan (rehearsal), elaborasi (elaboration), dan pengorganisasian (organization). Penelitian ini bertujuan untuk mengeksplorasi hubungan antara strategi self-regulated learning dan perilaku prokrastinasi akademik di kalangan mahasiswa Teknologi Pendidikan Universitas Pendidikan Indonesia. Metode yang digunakan dalam penelitian ini adalah pendekatan kuantitatif dengan desain korelasional. Populasi penelitian ini berupa mahasiswa aktif Teknologi Pendidikan angaktan 2022-2024 yang berjumlah 286 mahasiswa dan sampel penelitian terdiri dari 167 mahasiswa yang dipilih menggunakan teknik probability sampling. Instrumen yang digunakan meliputi skala untuk strategi self-regulated learning dan skala untuk perilaku prokrastinasi akademik. Hasil analisis menggunakan korelasi Spearman's rho menunjukkan adanya hubungan negatif yang signifikan antara strategi pengulangan (rehearsal) (r = -0,466, p < 0,05), elaborasi (elaboration) (r = -0,521, p < 0,05), dan pengorganisasian (organization) (r = -0,490, p < 0,05) dengan perilaku prokrastinasi akademik. Hal ini berarti bahwa semakin tinggi penggunaan strategi kognitif self-regulated learning, semakin rendah tingkat prokrastinasi akademik yang dilakukan oleh mahasiswa. Dengan demikian, penerapan strategi kognitif self-regulated learning memiliki peran penting dalam membantu mahasiswa mengurangi perilaku prokrastinasi akademik serta meningkatkan efektivitas belajar mereka. Academic procrastination is a common problem among students, which can be caused by poor time management, low motivation, and a lack of effective learning strategies. Academic procrastination negatively impacts students' learning effectiveness and academic achievement. One factor that can help address this issue is the implementation of cognitive strategies in self-regulated learning, which include rehearsal, elaboration, and organization. This study aims to explore the relationship between self-regulated learning strategies and academic procrastination among Educational Technology students at Universitas Pendidikan Indonesia. This research employs a quantitative approach with a correlational design. The research sample consists of 167 active students from the 2022–2024 cohorts, selected using a probability sampling technique. The instruments used include a scale for self-regulated learning strategies and a scale for academic procrastination behavior. The results of the analysis using Spearman's rho correlation show a significant negative relationship between rehearsal (r = -0.466, p < 0.05), elaboration (r = -0.521, p < 0.05), and organization (r = -0.490, p < 0.05) with academic procrastination. This indicates that the higher the use of cognitive strategies in self-regulated learning, the lower the level of academic procrastination among students. Therefore, implementing cognitive strategies in self-regulated learning plays an essential role in helping students reduce academic procrastination and improve their learning effectiveness.
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| Item Type: | Thesis (S1) |
|---|---|
| Additional Information: | https://scholar.google.com/citations?hl=en&user=d6QZ718AAAAJ ID SINTA Dosen Pembimbing: Ellina Rienovita: 6681702 Mario Emilzoli: 6761064 |
| Uncontrolled Keywords: | Strategi Kognitif; Self-Regulated Learning; Perilaku Prokrastinasi Akademik Cognitive Strategies; Self-Regulated Learning; Academic Procrastination Behavior |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education T Technology > T Technology (General) |
| Divisions: | Fakultas Ilmu Pendidikan > Teknologi Pendidikan |
| Depositing User: | Namira Khosyi Nasywa |
| Date Deposited: | 17 Feb 2025 06:51 |
| Last Modified: | 17 Feb 2025 06:51 |
| URI: | http://repository.upi.edu/id/eprint/130869 |
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