Profil Prokrastinasi Akademik Siswa Kelas XII Sosial 7 SMA Negeri 1 Atambua Kabupaten Belu Tahun Pelajaran 2022/2023 dan Implikasinya Bagi Program Bimbingan Belajar

LUSTY, Eusebiana Majesti (2023) Profil Prokrastinasi Akademik Siswa Kelas XII Sosial 7 SMA Negeri 1 Atambua Kabupaten Belu Tahun Pelajaran 2022/2023 dan Implikasinya Bagi Program Bimbingan Belajar. Undergraduate thesis, Universitas Katolik Widya Mandira Kupang.

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Abstract

Thesis title : Profile of Student Academic Procrastination of Class XII Social 7 at SMA Negeri 1 Atambua, Belu Regency, Academic Year 2022/2023 and Its Implications for Guidance Program. The problems in this study were: 1) what is the profile of academic procrastination for students of class XII Social 7 SMA Negeri 1 Atambua Belu Regency for the academic year 2022/2023? 2) what are the implications of the profile of academic procrastination for students of class XII Social 7 SMA Negeri 1 Atambua, Belu Regency the year 2022/2023 for guidance programs? The study alimed: 1) to find out the profile of academic procrastination of students in class XII Social 7 SMA Negeri 1 Atambua Belu Regency, for the academi year 2022/2023. 2) To find out the implications of the academic procrastination profile of class XII Social 7 SMA Negeri 1 Atambua, Belu Regency for the academic year 2022/2023 for the guidance programs. The research method was quantitative descriptive with data collection tools in the form of a questionnaire about students’ academic procrastination. The population and sample of this research are students of class XII Social 7 SMA Negeri 1 Atambua, Belu Regency 2022/2023 with 31 students as respondents. The validity and reliability test of this study used the Pearson Product Momen formula with a significant level of 5%. The data analysis technique used is analysis central tendency. The result of data analysis showed that students academic procrastination score of 146,37 in the score range of 140-181, is in the high category. The result of the analysis of each aspect showed that in the aspect of delaying to start and complete tasks with a score of 34 a score of 25-35 is in the low category, aspects of delay in doing tasks with a score of 37 in the range of scores 36-46 is in the high category, the aspects of the tim gap between the plan and actual performance with a score of 39 in the 36-46 score range is in the high category, and the aspects of doing fun activities with a score of 36 in the 36-46 score range is in the high category. Based on the results obtained in this study the research gave some suggestions to: a) The principal is expected to support all Guidance and Counseling activities planned by Guidance and Counseling teacher in schools. So that the implementation of the tutoring program can be carried out by in order to help overcome students academic procrastination behavior. b) Guidance and Counseling teachers are expected to increase cooperation with homeroom teachers and subject teachers, so that they can help students to overcome academic procrastination behavior. c) Students are excpect to follow and be actively involved in the implementation of tutoring programs organized by Guidance and Couseling teachers at schools so that they can help overcome adademic procrastination behavior.

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