PENGARUH SELF REGULATED LEARNING DAN INTENSITAS PENGGUNAAN SMARTPHONE TERHADAP PERILAKU PROKRASTINASI AKADEMIK
DOI:
https://doi.org/10.61722/jssr.v3i2.4344Keywords:
: Self Regulated Learning, Intensity of Smartphone, Academic ProcrastinationAbstract
The problem in this study is that there are still many students who procrastinate when doing assignments. This study aims to determine the influence of self-regulated learning and the intensity of smartphone use on academic procrastination. This study uses a quantitative method with an explanatory design. The population is 466 students in grades XI-XII Social at SMAN 1 Sindangkasih, with a sampling technique using Simple Random sampling so that a total of 215 students were obtained. The analysis techniques used were normality test, linearity test, multicollinearity test, heteroskedasticity test, and multiple linear analysis. Hypothesis testing uses t-test and F-test. The results of the study showed that: 1) There was a significant influence of self-regulated learning on academic procrastination with a significance value of 0.010. 2) There was a significant influence of the intensity of smartphone use on academic procrastination with a significance value of 0.000. 3) There was a significant effect between self-regulated learning and the intensity of smartphone use on academic procrastination with a significance value of 0.000.
References
Abdullah, K., Jannah, M., Aiman, U., Hasda, S., Fadila, Z., Taqwin, Masita, Ardiawan, K. N., & Sari, M. E. (2021). Metodologi penelitian kuantitatif. Yayaysan Penerbit Muhammad Zaini.
Abidah, A., & Meutia, E. (2020). MENINGKATKAN SELF REGULATED LEARNING PADA MAHASISWA MELALUI CREATIVE ART : TEORI DAN APLIKASI. Jihafas, 3(2), 120–131.
Abubakar, R. (2021). Pengantar metodologi penelitian. SUKA-Press UIN Sunan Kalijaga
Amalya, F. P., Tarigan, R., & Kuswinarti. (2019). Hubungan Adiksi Smartphone dengan Perilaku Mental dan Emosional pada Remaja di Wilayah Kecamatan Bandung Wetan. 2(2), 9–17.
APJII. (2022). APJII di Indonesia Digital Outloook 2022. APJII (Asosiasi Penyelanggara Jasa Internet Indonesia). https://apjii.or.id/berita/d/apjii-di-indonesia-digital-outloook-2022_857
Arikunto, S. (2014). Prosedur Penelitian suatu Pendekatan Praktik. Rineka Cipta.
Asri, D. N. (2018). Prokrastinasi Akademik : Teori Riset dalam Perspektif Pembelajaran Berbasis Proyek dan Self-Regulated Learning. UNIPMA PRESS.
Cania, M. A., Gutji, N., & Wahyuni, H. (2023). Pengaruh Intensitas Penggunaan Smartphone Terhadap Prokrastinasi Akademik Mahasiswa Jurusan Ilmu Pendidikan Universitas Jambi. Jurnal PARAMAEDUTAMA, 1(1), 10–19.
Erawati, E. (2021). AKIBAT KECANDUAN GAME ON LINE PADA SISWA SMP SELAMA MASA PANDEMI COVID 19 MELALUI KONSELING KOGNITIF. 34–48.
Ferrari, J. R., & Tice, D. M. (2000). Procrastination as a self-handicap for men and women: A task-avoidance strategy in a laboratory setting. Journal of Research in Personality, 34(1), 73–83. https://doi.org/10.1006/jrpe.1999.2261
Ghufron, M. N., & Risnawita, R. S. (2010). Teori-teori Psikologis (p. 202).
Hatmanti, N. M., Anjali, N. F., Hanik, U., & Shodiq, M. (2024). SOSIODEMOGRAFI DAN DURASI PENGGUNAAN DENGAN SMARTPHONE ADDICTION PADA REMAJA DI SURABAYA. 16, 319–326.
Ibrahim, A., Alang, A. H., Madi, Baharudin, Ahmad, M. A., & Darmawati. (2018). Metodologi Penelitian. Gunadharma Ilmu.
Musslifah, A. R., & Mirawati. (2023). Perbedaan Self-Regulated Learning Siswa Sma Budi Agung Ditinjau Dari Pola Asuh Orangtua. Jurnal Ilmiah Pendidikan Dan Keislaman JIPKIS, 3(2), 121–240.
Pradnyanawati, P. A. R., & Ni Luh, D. S. I. (2022). Peran Kecenderungan Kecanduan Gawai dan Self-Regulated Learning terhadap Prokrastinasi Akademik Siswa SMAN X di Kabupaten Badung. Psikologi Konseling, 20(1), 1355. https://doi.org/10.24114/konseling.v20i1.36766
Rosito, C. A. (2018). Kepribadian dan Self-Regulated Learning. Jurnal Psikologi, 45, 189–199. https://doi.org/10.22146/jpsi.28530
Santika, W. S., & Sawitri, D. R. (2016). SELF-REGULATED LEARNING DAN PROKRASTINASI AKADEMIK PADA SISWA KELAS XI SMA NEGERI 2 PURWOKERTO. Jurnal Empati, 5(1), 44–49.
Sholehah, S., Sangka, K. B., & Hamidi, N. (2024). Pengaruh Self-Regulated Learning Dan Motivasi Berprestasi TerhadapProkrastinasi Akademik Mahasiswa Pendidikan Akuntansi FakultasKeguruan Dan Ilmu Pendidikan Universitas Sebelas Maret. Jurnal Tata Arta, 5(1), 32–44.
Syifa, A. (2020). Intensitas penggunaan smartphone, prokrastinasi akademik, dan perilaku phubbing Mahasiswa. Counsellia: Jurnal Bimbingan Dan Konseling, 10(1), 83. https://doi.org/10.25273/counsellia.v10i1.6309
Usop, D. S., & Astuti, A. D. (2022). Pengaruh Self-regulated Learning , Intensitas Penggunaan Media Sosial , Dan Motivasi Belajar Terhadap Prokrastinasi Akademik Mahasiswa. Jurnal Ilmiah Profesi Pendididikan, 7(September).
Wahyuni, W., & Putri, R. M. (2023). Pengaruh Intensitas Penggunaan Smartphone Terhadap Perilaku Prokrastinasi Akademik Siswa. Wahana Didaktika : Jurnal Ilmu Kependidikan, 21(2), 376–387. https://doi.org/10.31851/wahanadidaktika.v21i2.8223
Wolters, C. A., Pintrich, P. R., & Karabenick, S. A. (2003). Assessing Academic Self-regulated Learning. 2003(April).
Yanuardianto, E. (2019). TEORI KOGNITIF SOSIAL ALBERT BANDURA (Studi Kritis dalam Menjawab Problem Pembelajaran di MI). Jurnal Auladuna, 01(02), 94–111.
Yuni, R. S. P., & Pierewan, A. C. (2017). HUBUNGAN INTENSITAS PENGGUNAAN SMARTPHONE DENGAN DISIPLIN BELAJAR SISWA. Jurnal Pendidikan Sosiologi, 6, 1–16.
Zimmerman, B. J. (1989). A Social Cognitive View of Self-Regulated Academic Learning. Journal of Educational Psychology, 81(3), 329–339. https://doi.org/10.1037/0022-0663.81.3.329
Downloads
Published
Issue
Section
License
Copyright (c) 2025 JOURNAL SAINS STUDENT RESEARCH
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
