Abstract

Tujuan penelitian ini untuk: (1) mengidentifikasi keefektifan konseling kelompok dengan teknik self instruction dan cognitive restructuring untuk mengurangi perilaku prokratinasi akademik siswa, dan (2) membandingkan konseling kelompok teknik self instruction atau cognitive restructuring yang lebih efektif untuk mengurangi perilaku prokrastinasi akademik siswa. Desain pre-test post test control group design”, diterapkan pada 21 siswa. Hasil penelitian menunjukkan: (1) konseling kelompok teknik self instruction dan cognitive restructuring efektif mengurangi perilaku prokrastinasi akademik  siswa,                        (2) konseling kelompok teknik self instruction lebih efektif dibandingkan teknik cognitive restructuring. Implikasi bagi peneliti lanjut dan pelayanan bimbingan konseling di sekolah didiskusikan dengan metode ini.

The purpose of this research were to (1) identify the effectiveness of group counseling with self instruction and cognitive restructuring techniques on reduceiy student's academic procratination behavior; and (2) compare the effect of self-instruction and cognitive restructuring more effectively to reduce students' academic procrastination behavior. Pre-test design of post test control group design", applied to 21 students. The results showed  (1) counseling group of self-instruction and cognitive restructuring technique effectively reduce the student's academic procrastination behavior, (2) counseling group of self-instruction technique more effective than cognitive restructuring technique. The results of this study can be seen that the two groups that received treatment decreased academic procrastination. Implication of present studyfor further study and school counseling services were discussed in this article.