Hubungan antara Motivasi Belajar dengan Prokrastinasi Akademik Siwa Kelas VIII UPTD SMPN 10 Kupang Tahun Pelajaran 2024/2025

PUI, Liberti Dhingi (2024) Hubungan antara Motivasi Belajar dengan Prokrastinasi Akademik Siwa Kelas VIII UPTD SMPN 10 Kupang Tahun Pelajaran 2024/2025. Undergraduate thesis, Universitas Katolik Widya Mandira Kupang.

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Abstract

Thesis Title: The Relationship between Learning Motivation and Academic Procrastination among Eighth Grade Students of UPTD SMPN 10 Kupang in the 2024/2025 Academic Year. The problem in this research is whether there is a relationship between learning motivation and academic procrastination among eighth grade students of UPTD SMPN 10 Kupang in the 2024/2025 academic year. This study aims to determine the relationship between learning motivation and academic procrastination among these students. This research is a quantitative study with a correlational design. The independent variable (X) is learning motivation, and the dependent variable (Y) is academic procrastination. The population of the study consists of 297 students, with a sample of 76 students selected using simple random sampling. The data collection tools used were a learning motivation questionnaire and an academic procrastination questionnaire, both of which have been tested for validity (r-count > r-table) and reliability (Cronbach’s Alpha: 0.833 for learning motivation; 0.786 for academic procrastination). The data were analyzed using SPSS version 26 for Windows with the Pearson Product-Moment Correlation test. The results showed a strong and significant relationship between learning motivation and academic procrastination. This is evidenced by the Pearson Correlation value of 0.692 and a significance level of 0.000 < 0.05, which means the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. Thus, the higher the students’ learning motivation, the lower their level of academic procrastination; conversely, the lower the learning motivation, the higher the tendency to procrastinate on academic tasks. Based on the results of this research, the researcher provides the following suggestions: a) School principals are encouraged to create a learning environment that supports increased student motivation through facilities and self-development programs. b) Guidance and counseling teachers should provide counseling services to motivate students and train them in time management to reduce academic procrastination. c) Students are advised to actively participate in counseling services to raise awareness of the impact of academic procrastination and the importance of learning motivation.

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