Abstract

Penelitian ini bertujuan untuk mengetahui hubungan antara manajemen waktu dan dukungan sosial dengan prokrastinasi akademik pada siswa kelas XI baik secara parsial maupun secara bersama-sama. Penelitian ini menggunakan desain kuantitatif korelasional. Sampel yang digunakan berjumlah 195 dari 421 siswa dengan teknik pengambilan sampel cluster sampling. Alat pengumpul data yang digunakan adalah PASS (Procrastination Assesment Scale of Students), TMBS (Time Management Behavior Scale, dan CASSS (Child and Adolescent Social Support Scale). Koefisien skala tersebut adalah 0,266-0,660; 0,273-0,767; dan 0,277-0,726 dengan nilai alpha 0,781; 0,876; dan 0,933. Adapun teknik analisis data menggunakan analisis regresi berganda. Hasil penelitian menunjukkan bahwa terdapat hubungan yang signifikan antara manajemen waktu dengan prokrastinasi akademik (R= 0,420, F(4,190) = 10,192, p = <0,01). Kemudian antara dukungan sosial dengan prokrastinasi akademik juga terdapat hubungan yang signifikan (R = 0,062, F(4,186) = 3,346, p = <0,05). Begitu pula antara manajemen waktu dan dukungan sosial secara bersama-sama juga memiliki hubungan yang signifikan dengan prokrastinasi akademik (R = 0,482, F(8,186) = 7,021, p = <0,01). Disarankan agar guru BK dapat memberikan layanan yang dapat menurunkan prokrastinasi akademik. Saran untuk penelitian lanjutan, bisa melihat seberapa besar pengaruh penetapan tujuan dan prioritas, mekanisme perencanaan dan penjadwalan, dan persepsi kontrol atas waktu terhadap prokrastinasi akademik dalam studi eksperimen.


This research aims to identify the relationship between the time management and the social support to the academic procrastination of grade XI students in partially as well as communally. This research used a correlational quantitative design. The samples of this research were taken using cluster sampling which consisted of 195 selected students from 421 students.  Data were collected using the instrument of Procrastination Assessment Scale of Students (PASS), Time Management Behavior Scale (TMBS), and Child and Adolescent Social Support Scale (CASSS). The coefficients of those scales are 0.266-0.660, 0.273-0.767, and 0.277-0.726 with the alpha value of 0.781, 0.876, and 0.933. Furthermore, the data of this research were analyzed using multiple regression analysis. According to the result analysis, it showed that there is a significant relationship between the time management and the academic procrastination—where R = 0.420, F(4.190) = 10.192, and p =<0.01—and the significant relationship also occur between the social support and the academic procrastination—where R = 0.062, F(4.186) = 3.346, and p =<0.05. Communally, it was showed a similar result where both the time management and the social support have a significant relationship to the academic procrastination—with the value R = 0.482, F(8.186) = 7.021, and p =<0.01. Therefore, it is suggested for the counseling teachers to be able to give a valuable service in order to decrease the students’ academic procrastination. Suggested for further research, can research effect of setting goals and priorities, mechanics planning and scheduling, perceived control of time on academic procrastination in experimental studies.