HUBUNGAN ANTARA SELF-REGULATED LEARNING DAN RESILIENSI AKADEMIK DENGAN PROKRASTINASI AKADEMIK PADA MAHASISWA YANG BERPACARAN

MAHDIATI, ITALIA NURUNISSA (2023) HUBUNGAN ANTARA SELF-REGULATED LEARNING DAN RESILIENSI AKADEMIK DENGAN PROKRASTINASI AKADEMIK PADA MAHASISWA YANG BERPACARAN. S1 thesis, Universitas Mercu Buana Jakarta.

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Abstract

One of the characteristics of growth and development in late adolescence is increasing intellectual maturity. This indicates that adolescents are expected to be able to carry out and complete the learning process in formal education, so learning activities become very important for a teenager. Even so, when it is related to learning, teenagers will try to go to and achieve things that can make them happier; one example is falling in love and having romantic relationships. However, dating can have a negative impact, especially on students, namely academic procrastination. With the existence of self-regulated learning and academic resilience, it is hoped that it can help prevent academic procrastination in dating students. This research aims to look at the relationship between selfregulated learning and academic resilience with academic procrastination in dating students. This study uses a quantitative approach with correlational methods. The subjects in this study were 415 students in JABODETABEK who were currently imprisoned. The instruments in the study used the Procrastination Assessment Scale-Students (Solomon & Rothblum, 1984), the Self-Regulation of Learning Self-Report Scale (Toering et al., 2012), and The Academic Resilience Scale (Cassidy, 2016). The results showed a negative and significant relationship between self-regulated learning and academic procrastination. Still, the researchers found that several dimensions of self-regulated learning were negatively and insignificantly correlated with the dimensions of the area of procrastination in academic procrastination. The following results showed a negative and insignificant relationship between academic resilience and academic procrastination. Still, the researchers found a negative and significant relationship in all dimensions of academic resilience with the dimensions of the area of procrastination in academic procrastination. Keywords: Academic Procrastination, Self-Regulated Learning, Academic Resilience, Dating Students Salah satu karakteristik pertumbuhan dan perkembangan pada remaja akhir ialah dengan meningkatnya kematangan intelektual. Hal tersebut menandakan bahwa remaja diharapkan dapat menjalankan dan menyelesaikan proses belajarnya dalam pendidikan formal, sehingga kegiatan belajar menjadi hal yang sangat penting bagi seorang remaja. Meskipun demikian, apabila dihubungkan dengan belajar, remaja akan mencoba untuk menuju dan menggapai hal yang bisa membuatnya lebih senang, salah satu contohnya adalah jatuh cinta dan menjalin hubungan romantis. Namun, pacaran dapat menimbulkan dampak negatif terutama pada mahasiswa yaitu terjadinya prokrastinasi akademik. Dengan adanya self-regulated learning dan resiliensi akademik diharapkan dapat membantu mencegah prokrastinasi akademik pada mahasiswa yang berpacaran. Tujuan penelitian ini ialah untuk melihat hubungan antara self-regulated learning dan resiliensi akademik dengan prokrastinasi akademik pada mahasiswa yang berpacaran. Penelitian ini menggunakan pendekatan kuantitatif dengan metode korelasional. Subjek dalam penelitian ini adalah 415 mahasiswa di JABODETABEK yang sedang berpacaran. Instrumen dalam penelitian menggunakan alat ukur Procrastination Assessment Scale-Students (Solomon & Rothblum, 1984), Self-Regulation of Learning SelfReport Scale (Toering dkk, 2012), dan The Academic Resilience Scale (Cassidy, 2016). Hasil penelitian menunjukkan adanya hubungan yang negatif dan signifikan antara self-regulated learning dengan prokrastinasi akademik, namun peneliti menemukan terdapat beberapa dimensi dari self-regulated learning yang berkorelasi negatif dan tidak signifikan dengan dimensi areas of procrastination pada prokrastinasi akademik. Hasil selanjutnya menunjukkan adanya hubungan yang negatif dan tidak signifikan antara resiliensi akademik dengan prokrastinasi akademik, namun peneliti menemukan adanya hubungan yang negatif dan signifikan pada semua dimensi resiliensi akademik dengan dimensi areas of procrastination pada prokrastinasi akademik. Kata Kunci: Prokrastinasi Akademik, Self-Regulated Learning, Resiliensi Akademik, Mahasiswa Berpacaran htt

Item Type: Thesis (S1)
Call Number CD: FP/PSI. 23 024
Call Number: SP/61/23/019
NIM/NIDN Creators: 46119010124
Uncontrolled Keywords: Prokrastinasi Akademik, Self-Regulated Learning, Resiliensi Akademik, Mahasiswa Berpacaran htt
Subjects: 100 Philosophy and Psychology/Filsafat dan Psikologi > 150 Psychology/Psikologi
100 Philosophy and Psychology/Filsafat dan Psikologi > 150 Psychology/Psikologi > 150.1-150.9 Standard Subdivisions of Psychology/Subdivisi Standar Dari Psikologi, Ilmu Jiwa
100 Philosophy and Psychology/Filsafat dan Psikologi > 150 Psychology/Psikologi > 152 Sensory Perception, Movement, Emotions, Physiological Drives/Psikologi Fisiologis
100 Philosophy and Psychology/Filsafat dan Psikologi > 150 Psychology/Psikologi > 153 Conscious Mental Process and Intelligence/Intelegensia, Kecerdasan Proses Intelektual dan Mental
100 Philosophy and Psychology/Filsafat dan Psikologi > 150 Psychology/Psikologi > 155 Differential and Developmental Psychology/Psikologi Diferensial dan Psikologi Perkembangan > 155.5 Psychology of Young People Twelve to Twenty/Psikologi Remaja
Divisions: Fakultas Psikologi > Psikologi
Depositing User: ADELINA HASNA SETIAWATI
Date Deposited: 08 Apr 2023 06:07
Last Modified: 08 Apr 2023 06:07
URI: http://repository.mercubuana.ac.id/id/eprint/76234

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