RELATIONSHIP BETWEEN SELF-CONFIDENCE AND SELF

REGULATED LEARNING WITH ACADEMIC

PROCRASTINATION IN STUDENTS OF SMK GITA KIRTTI 2
JAKARTA

By:
TIARA AYU SUWANDHINI
8105160075

Supervisor Lecturer I Supervisor Lecturer II

Dra. RR Ponco Dewi K, M.M Marsofiyati, S.Pd., M.Pd
CHAPTER I
Introduction

2
 A. BACKGROUND OF THE PROBLEMS

"One of the obligations of students in taking the learning process

at school is taking exams maximally, working on and completing academic
tasks by the time limit given by the teacher, but in reality, not all students
can utilize their study time effectively and not all students can complete or
collect their assignments on time. "

3
 A STUDENT'S DISLIKE OF THE TASK GIVEN
BY THE TEACHER

Dedi Mulyadi a regent of Purwakarta issued a policy

on the elimination of academic homework for
ELEMENTARY and high school students.

Maya as a student of SMK Bhineka Karya Simo

Boyolali revealed that he agrees if there is no homework,
as the school already until late afternoon, if the students at
the charge much more homework deadline for the
collection is tomorrow, students will have trouble
completing it
A career failure problem for SMK students who are the biggest
contributors to open unemployment in Indonesia

The Central Statistic Agency (BPS) records the amount of open unemployment in
August 2019 amounting to 7.05 million people, this unemployment increased when
compared from August 2018 to the number of Pengangguraan open by 7 million
people. According to Suhariyanto as head of BPJS in Jakarta, the open unemployment
rate (TPT) was dominated by vocational high school (SMK) graduates of 10.42% in
August 2019.
 PRE-RESEARCH DATA
IN SMK GITA KIRTTI 2 JAKARTA

Students who conduct academic procrastination behavior in

SMK Gita Kirtti are categorized as very high as 96.7% of students
perform academic procrastination behaviors and 3.3% of students do not
conduct academic procrastination behavior of 30 numbers of
respondents. With a percentage of 56.7% of students often conducting
academic procrastination, 23.3% of students sometimes do academic
procrastination, 16.7% of students are always conducting academic
procrastination, and only 3.3% of students who have never performed
academic procraters.

6
 PRE-RESEARCH DATA
IN SMK GITA KIRTTI 2 JAKARTA

Diagram 1
Percentage of students submitting assignments at the Diagram 2
end of the deadline for procrastination Adverse impact students who conduct academic
procrastination
 PRE-RESEARCH DATA
IN SMK GITA KIRTTI 2 JAKARTA

Diagram 3
Causes students to conduct procrastination
 Is there a link between confidence and academic
B. FORMULATION OF PROBLEMS procrastination?

Is there a link between self regulated learning and

academic procrastination?

Is there a connection between confidence and self

regulated learning with academic procrastination?

9
C. RESEARCH PURPOSES
To find out the relationship between self-confidence
3.
1. and academic procrastination

To find out the relationship between self regulated

learning and academic procrastination

To find out the relationship between self-confidence

and self-regulated learning with academic
procrastination

10
 D. Novelty of Research

Arie Prima Nela Reska Hendri Rahmat

Usman Kadi dan Taufik Saputra,
(2016) (2019) Alizamarr,
Afdal (2020)

The difference of The difference between The difference between

current research with current research and current research and
previous research lies in previous research lies in previous research lies in the
the sampling technique the indicators of academic indicators of academic
used, the number of procrastination variables, procrastination variables,
indicators of confidence research variables, sample research variables, sample
variables, objects and techniques and data techniques and data
research subjects. analysis used. analysis used.
CHAPTER II
LITERATURE REVIEW

12
 A
Background Theory

13
 ACADEMIC Ferrari (Kadi 2016) "Academic procrastination is a type of delay that is
PROCRASTINATION done on the type of formal tasks related to academic assignments".
THEORY (Y)
Blerkom (2009) “Procrastination, putting things off, is a common
behavior pattern for many students. It’s often the result of not wanting
to start a task that seems difficult or time consuming”.

Richards (2007) “Academic procrastination includes failing to perform

an activity within the desired time frame or postponing until the last
minute activities on ultimately intends to complete”.

14
 INDICATORS THEORY OF ACADEMIC
PROCRASTINATION (Y)

Ferrari (Ghufron & Risnawita, 2017), “As a deferral behaviour,

academic procrastination can be described in certain indicators that
can be measured from certain traits, such as: Delays to start and
complete tasks, delays in completing tasks, time gaps between plans
and actual performance, doing more enjoyable activities"

15
 INDICATORS THEORY OF ACADEMIC
PROCRASTINATION (Y)

Burka and Yuen (2017), explain the characteristics of

procrastinators that can be illustrated through repetitive behavior that is
always repetitive, these characteristics are: procrastinators prefer to delay
work, there are delays in completing tasks, choose to do other activities that
are fun ( make enjoy), the actual performance is not according to plan.

16
 INDICATORS THEORY OF ACADEMIC
PROCRASTINATION (Y)

Santrock (2012), "Procrastination or delay in students consists of

various things, namely: delaying the task in the hope that the task will
definitely be completed and disappear by itself, choose other activities that
are more fun, late completing the task as a whole, overwhelmed with plans
made when you have to do assignments simultaneously, which in the end
does not do both. "

17
 Theory of Self Wibowo (2007) "Confidence is one's belief in being able to
conquer his fear in dealing with various situations.”
Confidence (X1)

Iland (2013) “Self-confident people always think positively,

they are habitually optimistic. They always see what is good in
every situation, whether the circumstance was good or bad.”

Lucy (2012), "Self-confidence is how much you are confident in

your own abilities, such as being confident in your strengths and
not making an issue of the inherent weaknesses."

18
 Lauster (Kadi, 2016), there are several aspects of self-
confidence, namely: confidence in the ability of self: optimistic,
objective, responsible, rational.
Indicator Theory of
Self Confidence

Ghufron & Risnawita (2017), that self-confidence is the

belief to do something about the subject as personal
characteristics in which there is a belief or ability of self,
optimistic, objective, responsible, rational and realistic.

Parkinson (2004), there are characteristics of people who

have high self-confidence, namely: tend to be relaxed and
optimistic, enjoy responsibility and like to face the test, when
under stress, they react calmly and in orderly ways and believe
that they have the ability to overcome the problem.

19
 SELF REGULATED LEARNING THEORY (X2)

Latipah (Kadi, 2016), Self regulated learning consists of two words

namely self regulated and learning. Self regulated learning means managed,
organized, or organized, while learning is learning. So it can be concluded that
the self regulated learning as a whole means learning to organize yourself or
the management and or arrangement of yourself in learning. "

20
 • Zimmerman (Rohmaniyah, 2018) “Self regulated learning as
a process in which students activate thoughts, feelings and
actions that are expected to achieve certain goals."

SELF REGULATED
LEARNING (X2) • Paul R. Pintrich (Pablos & Patricia, 2012), “Self regulated
learning is defined as an active, constructive process where
by learners set goals for their learning and then attempt to
monitor, regulate and control their cognition, motivation, and
behaviour, guided and constrained by their goals and the
contextual features in the environment.”

21
 Zimmerman (Kadi, 2016), Aspects of self regulated learning
consists of three parts, namely: metacognition, intrinsic
motivation, learning behavior.
THEORY OF INDICATORS
SELF REGULATED LEARNING (X2)
Pintrich (2000), Self regulated learning is defined as an
active, constructive process where by learners set goals
for their learning and then attempt to monitor, regulate,
and control their cognition, motivation, and behaviour,
guided and constrained by their goals and the contextual
features in the environment.

C. Mih and Mih (Kristiyani, 2016), Stated that the variables

that are important in the learning process of students in school
include the use of cognitive, metacognitive, motivational, and
emotional strategies.

22
 B
THEORITICAL
FRAMEWORK AND
HYPOTHESIS
23
 1. Previous Research Results

Researchers Title
Hubungan Kepercayaan Diri dan Self Regulated Learning terhadap
Arie Prima Usman Kadi (2016) Prokrastinasi Akademik pada Mahasiswa Psikologi 2013 (Mahasiswa
Psikologi Universitas Mulawarman)

“Relathionship of Self Confidence and Academic Procrastination

Nela Reska dan Taufik (2019) Students S1 Guidance and Counseling FIP UNP.”

Prokrastinasi Ditinjau dari Kepercayaan diri dan Dukungan Sosial

Liana Mailani (2018) Pada Siswa SMK PABAKU

Hendri Rahmat Saputra, Relationship of Confidence with Academic Procrastination of Middle

Alizamarr, Afdal (2020) School Students and Its Implications in Guidance and Counseling

24
 Previous Research Results
Researchers Title
Self Regulated Learning dan Prokrastinasi Akademik pada
Windriya Sri Santika dan Sian Ratna Safitri Siswa Kelas XI SMA Negeri 2 Purwokerto.
Hubungan Regulasi Diri dalm Belajar dan Efikasi Diri dengan
Indah Sari Liza Lubis (2018) Prokrastinasi Akademik Mahasiswa
Nuryetty Zain dan Susi Setya Wahyuni Self Regulated Learning dan Prokrastinasi: Studi pada Siswa
(2015) SMK Panca Karya Tanggerang.
Hubungan Self Regulated Learning dan Self Compassion
Hidayatur Rahmi Rifa’I dan Isna Asyri dengan Prokrastinasi Akademik pada Siswa Kelas XI di MAN
Syahrina (2019) 2 SOLOK
Hubungan antara Self Regulated Learning dengan
Alimatur Rohmaniyah (2018) Prokrastinasi Akademik pada Anggota BEM Universitas X.

25
 2. THEORETICAL FRAMEWORK

Relationship between Confidence and Academic

Procrastination

• Yeung (2010) “If confidence is about taking action in spite of how you may feel,
procrastination is it’s evil nemesis. Proctination is about avoiding immediate action
because of how you feel. Postponing action leads to beliefs that you can’t do it and
looming fears that you will never do it. Avoidance to a vicious circle: the more you
avoid, the more you want to avoid.”

• (Burton & Platss, 2006) “If confidence is about focusing your energy and acting
decisively, the procrastination is the direct opposite, procrastination scatters your
energy and put off acting at all - sometimes you avoid even deciding.”

26
 2. THEORETICAL FRAMEWORK

• Steel (F. Kushner, 2000)“Procrastinators have less confidence in them-

The relationship selves and are less sure that they can actually complete a task: this
applies to tasks people don’t like to do.”
between X1 and Y

• (Gyoerkoe & Wiegartz, 2010),“One of the common reasons for

anxious procrastination, is low cell-confidence: You see yourself as
incapable in general, you feel you aren't good enough and don't posses
the traits that others have which allow them to do well.”

• Solomon dan Rothblum (Santika & Sawitri, 2016) “Procrastination

can also cause difficulty concentrating because there is a feeling of
anxiety, so the motivation to learn and confidence to be low.”

27
 The relationship between X1 and Y

Sebastian (Mailani, 2018)

Rowe (2011)
said that there are several factors
“One of the causes of Ferrari (Kadi, 2016) causing procrastination, including:
procrastination is lack of self- Procrastination is influenced by interded action gap, mood, fear of
confidence: as a procrastinator, you personality factors that exist in failure, self-confidence, task
may have low self esteem. You individuals, including self-efficacy, characteristics, individual
may think your effort is not worth self-confidence, self-esteem, differences or personality types,
anything so why try it. You may motivation and others. These social support, demographics,
believe withing yourself that you personality factors have a perfectionism, and patterns of
feel inadequate or incapable of correlation with procrastination. attribution in it (there is locus,
achieving the goal of doing stability, and globe) and self-
something unless you can do it efficacy and others
perfectly.

28
 Tuckman (Ally & Khan, 2015) “The more that learners are able to self-
regulate themselves, the less procrastination they show”.
The relationship
between X2 and Y Steel (B.Burka & Yuen, 2008) “Also closely correlated with
procrastinastion are distractibility (being easily derailed by distraction)
and implusivness (making unplanned decisions to procrastinate and not
being future oriented). Taken together, these traits constitute what Steel
calls “self regulatory failure” which he found to be the single factor that
is most significantly related to procrastination.”

Howell dan Waston (Ulum, 2016) “The procrastination occurs due to low
and lack of self-regulatory learning ability and does not have sufficient time
to learn.”

29
 Steel (Carolyn, 2016) “Consceptualization of procrastination as a
self-regulatory failure and a failure to obey the wishes of the self.
The underlying causes of this self-regulatory failure and lack of
obedience to the self are many.

LaForge (Ulum, 2016) “Procrastination can occur if there is a

Relationship between lack of ability or the inability of individuals to learn based on
self-regulation.”
X2 and Y

Milgram dkk (Ghufron & Risnawita, 2017) “Personality traits of

individuals who also influence the emergence of delaying behavior,
for example trait of social abilities reflected in self regulation and
anxiety levels in social relationships.”

30
 Vahedi, dkk (Sarajar, 2016)
"Procrastination from a person is influenced by a lack of ability
to set rules for himself and carry them out, so it needs to be
given an intervention method in the form of training on how to
conduct self-regulation”
Relationship between
X2 and Y
Wolters (Santika & Sawitri, 2016)
“States that explore the relationship between procrastination and
self-regulated learning and find that metacognitive abilities of
self-regulated learning are the second strongest predictor of
academic procrastination after academic self-efficacy.”

31
 Relationship between X2 and Y

• Zimmerman (Lubis, 2018), revealed that if someone loses a strategy in self

regulation, it results in a learning process and worse performance, in this case
students will tend to do academic procrastination.

• Essau, dkk (Putri & Edwina, 2020), concluded that high level procrastination
prevented students from organizing themselves to achieve their academic
goals, causing them to be depressed, anxious and stressed.

32
 The relationship between X1, X2 and Y

• Burka dan Yuen (Kadi, 2016), “A low confidence in self-ability and self-regulation has a
tendency to conduct academic procrastination.”

• Steel (B.Burka & Yuen, 2008) “Purpose four factor that are likely to increase the
tendency to procrastinate: low confidence in one’s ability to succeed, expecting that the
process and/or outcome will be unpleasant, the reward is too far away to feel real or
meaningful, and difficulties in self-regulation.”

• Levesque (2011) “Procrastination was strongly related to self-regulatory process

across culture, and adolescents who are confident that they are able to manage they
learning environtment report lower levels of procrastination across settings.”

33
 Relationship between X1, X2 and Y

Gulsum (2015) “Many responsibilities on the learners, including identifying

learning resources, articulating learning strategies and overcoming procrastination.
Those responsibilities are closely associated with an individual’s self-regulation skills,
which are defined as learner’s active control of resources, strategis and motivation.
Generally learners who have high confidence in their ability to perform certain academic
tasks tend to use more cognitive and meta-cognitive strategies and show higher task-
persistence than those who have low confidence levels.”

34
3. RESEARCH HYPOTHESIS
FORMULATION

There is a negative relationship between self-

confidence and academic procrastination

There is a negative relationship between self

regulated learning and academic
procrastination.

There is a simultaneous relationship between self-

confidence and self-regulated learning with
academic procrastination

35
 CHAPTER III
RESEARCH METHODSLOGY

36
A. Time and Place of Research

Time
March to July 2020.
Place Vestibulum cngue
tempus
SMK Gita Kirtti 2 Jakarta
Lorem ipsum dolor sit amet,
consectetur adipiscing elit, sed do
eiusmod tempor.

37
B. Research Approaches

• The study uses correlational approaches and quantitative data types.

• The correlational approach is to find out if there is a link between a variable

(X1) and (X2) with (Y) and to know how closely the third link to the variable
is.

38
Constellations of variable interrelationships

Description:
X1 : Free variables
X2 : Free variables
Y : Variable bound
: Relationship direction

39
 C. Population and Samples

 Propotional Random Sampling Technique.

 The sample amount is 119 students

• Population All students of SMK Gita Kirtti 2 Jakarta

amounting to 458 students.
• Affordable populations  A student of office
administration for 181 people
40
Results Proportional Random Sampling Technique

Total Sample Total

No. Class
Students Calculation Sample

X Office
1. 46 (46:181) x 119 30
Administration

XI Office
2. 43 (43:181) x 119 28
Administration 1

XI Office
3. 45 (45:181) x 119 30
Administration 2

XII Office
4. 47 (47:181) x 119 31
Administration
Total 181 119
41
D. Instrument Preparation

CONCEPTUAL DEFINITIONS OF
ACADEMIC PROCRASTINATION (Y)

Academic procrastination is a habit of postponing by students in

initiating and completing the academic tasks that are done intentionally
and repeatedly without obvious reasons, and prefer to do more enjoyable
activities.

42
 Operational Definitions OF
ACADEMIC PROCRASTINATION (Y)

Academic procrastination is the primary data that can be measured using a

likert scale that can be seen through several indicators. There are four indicators
of the feature of academic procrastination, namely delays to start and complete
tasks, delays in completing tasks, time gaps between the plan and actual
performance in the task and the latter doing more enjoyable activities.

43
Instrumental Grids of Academic
Procrastination

Instrument grids are used to measure the prokrastination of academic

variables and provide an overview of the extent to which it reflects the
academic procrastination indicators.

No Indicators
1. Delays to start and finish tasks

2. Delays in completing tasks

3. The time gap between plan and actual performance in task

4. Do more enjoyable activities

44
Validitas Instrumen

The instrument trials in this study were conducted on 30 respondents. Of the 13 statements of
academic procrastination variables after being tested for validity there are 2 statements that must be
dropped because they are invalid or do not meet the criteria r table = 0.1801. So that the valid statement of
academic procrastination variables that can be used as many as 11 points. After that, valid statement items
will be calculated for reliability using the Cronbach Alpha formula. In this study the reliability of the
academic procrastination variable was 0.848. This shows that the reliability coefficient is included in the
very high category.

45
Conceptual Definitions

SELF CONFIDENCE (X1)

Self confidence is a person's belief in his ability that can conquer

fear in facing various situations and not despair despite the failure
reflected by the attitude of confidence, optimistic and responsible.

46
SELF CONFIDENCE (X1)

OPERATIONAL DEFINITIONS
Confidence is the primary data that INSTRUMENT GRIDS
No Indicators
can be measured using a likert scale
that can be seen through several 1. Confidence in self-skills
indicators. There are three indicators 2. Optimistic
of confidence that are self-confidence,
3. Responsible
optimistic, and responsible.

47
Validitas Instrumen

The instrument trials in this study were conducted on 30 respondents. Of the 11 statements of
confidence variables after being tested for validity, there is 1 statement that must be dropped because it is
invalid or does not meet the criteria of r table = 0.1801. So that the valid statement of confidence variables
that can be used are 11 items. After that, valid statement items will be calculated for reliability using the
Cronbach Alpha formula. In this study the reliability variable was 0.888. This shows that the reliability
coefficient is included in the very high category.

48
Conceptual Definitions Of
Self Regulated Learning (Y)

Self regulated learning is an effort made by students in

organizing or managing themselves in learning by determining the
purpose of learning, implementing strategies and monitoring
progress towards achieving objectives to achieve the objectives in
the learning process.

49
Self Regulated Learning (Y)

OPERATIONAL DEFINITION
INSTRUMENT GRILLES
Self regulated learning is primary data No Indicator
that can be measured using a Likert
scale that can be seen through several 1. Cognitive
indicators. There are three indicators of Motivation
self regulated learning variables, 2.
Behavior
namely cognitive, motivation, and 3.
behavior

50
Instrument Validity

The instrument trials in this study were conducted on 30 respondents. Of the 11 statements
of academic procrastination variables after being tested for validity, there are 2 statements that must
be dropped because they are invalid or do not meet the criteria r table = 0.1801. So that the statement
of valid self-regulated learning variables that can be used as many as 9 items. After that, valid
statement items will be calculated for reliability using the Cronbach Alpha formula. In this study the
reliability variable of self regulated learning was 0.836. This shows that the reliability coefficient is
included in the very high category.

51
 E. Data Collection Techniques

The collection of data in this study was

conducted by interview methods and
dissemination of questionnaires (polls).

52
F. Data Analysis Techniques

1. Test Analysis Requirements

a. Normality Test
b. Linearity Test

2. Classic Assumption
a. Multicholinerity Test
b. Heteroskedasticity Test

3. Multiple Regression Equations

4. Hypothesis Test
a. Test F
b. Test t

5. Coefficient of Determination Analysis () 53

CHAPTER IV
RESULTS AND
DISCUSSION
54
 A. Data Description

Analysis of the description of research data is carried out aimed at providing an

overview of the distribution or distribution of data. To describe and test the influence of
independent and dependent variables in this study, this section will present data
descriptions of each variable based on data obtained from the field.

55
Descriptive Statistics Academic Procrastination (Y)

Statistics
Prokrastinasi Akademik (Y)
Valid 119
N
Missing 0
Mean 39,23
Median 41,00
Mode 41
Std. Deviation 7,565
Variance 57,228
Range 37
Minimum 15
Maximum 52
Sum 4.668
56
Academic Procrastination Variable Frequency Distribution (Y)

Many Interval Absolute Relative

Lower Limit Upper Limit
Classes Class Frequency Frequency (%)

1 15-19 14.5 19.5 3 3%

2 20-24 19.5 24.5 5 4%
3 25-29 24.5 29.5 6 5%
4 30-34 29.5 34.5 8 7%
5 35-39 34.5 39.5 23 19%
6 40-44 39.5 44.5 44 37%
7 45-49 44.5 49.5 28 24%
8 50-54 49.5 54.5 2 2%
Total 119 100%

57
Academic Procrastination Histogram (Y))

Histogram
50

45

40

35

30
Frequency

25 Frequency

20

15

10

0
15-19 20-24 25-29 30-34 35-39 40-44 45-49 50-54 More

Bin

58
Academic Procrastination Score Average (Y)

Total
Variabel Indicator Item Score N Mean Percentage %
Score
1 463
Delay to start and 2 450 3 1.318 439,33 25,85%
complete tasks
3 405
4 400
Delay in completing 5 461 3 1.270 423,33 24,91%
tasks
Academic 6 409
Procrastination The time gap 7 424
(Y) between the plan
2 861 430,5 25,33%
and actual 8 437
performance
9 441
Do more fun 10 422 3 1.219 406,33 23,91%
activities
11 356
Total 4.668 11 4.668 1699,5 100,00%
59
Descriptive Statistics Self Confidence (X1)

Statistics

Self Confidence (X1)

Valid 119
N
Missing 0

Mean 27,80

Median 27,00

Mode 33

Std. Deviation 9,310

Variance 86,671

Range 39
60
Variable Frequency Distribution of Confidence (X1)

Many Interval Upper Absolute Relative

Lower Limit
Classes Class limit Frequency Frequency (%)

1 115. 10,5 15,5 12 10%

2 16-20 15,5 20,5 15 13%
3 21-25 20,5 25,5 24 20%
4 26-30 25,5 30,5 28 24%
5 31-35 30,5 35,5 20 17%
6 36-40 35,5 40,5 7 6%
7 41-45 40,5 45,5 4 3%
8 46-50 45,5 50,5 9 8%
Total 119 100%

61
Self Confidence Histogram (X1)

Histogram
30

25

20
Frequency

15 Frequency

10

0
11-15. 16-20 21-25 26-30 31-35 36-40 41-45 46-50 More

Bin

62
Average Confidence Score (X1)

Variable Indicator Item Score N Total Score Mean Percentage %

1 327
Keyakinan 2 285
Kemampuan 4 1.231 307,75 30,78%
Diri 3 284
4 335
5 344
Kepercayaan Optimis 6 308 3 991 330,33 33,04%
Diri (X1) 7 339
8 338
Bertanggung
9 371 3 1.085 331,33 36,18%
Jawab
10 376

Total 3.307 10 3.307 999,75 100,00%

63
Descriptive Statistics Self Regulated Learning (X2)

Statistics
Self Regulated Learning (X2)
Valid 119
N
Missing 0
Mean 26,26
Median 26,00
Mode 26
Std. Deviation 8,040
Variance 64,635
Range 31
Minimum 13
Maximum 44
Sum 3.125
64
Distribusi Frekuensi Variabel Self Regulated Learning (X2)

Relative
Many Interval Absolute
Lower Limit Upper limit Frequency
Classes Class Frequency
(%)

1 13-16 12,5 16,5 15 13%

2 17-20 16,5 20,5 15 13%
3 21-24 20,5 24,5 20 17%
4 25-28 24,5 28,5 31 26%
5 29-32 28,5 32,5 14 12%
6 33-36 32,5 36,5 9 8%
7 37-40 36,5 40,5 5 4%
8 41-44 40,5 44,5 10 8%
Total 119 100%

65
Self Regulated Learning Histogram (X2)

Histogram
35

30

25
Frequency

20
Frequency
15

10

0
13-16 17-20 21-24 25-28 29-32 33-36 37-40 41-44 More
Bin

66
Average Self Regulated Learning Score (X2)

Total
Variable Indicator Item Score N Mean Percentage %
Score
1 348
Cognitive 2 338 3 1.003 334,33 32,10%
3 317
4 372
Self Motivation 5 320 3 995 331,66 31,84%
Regulated
6 303
Learning
(X2) 7 332
Behavior 8 396 3 1.127 375,66 36,06%
9 399

Total 3.125 9 3.125 104,66 100,00%

67
B. Hypothesis Testing

1. Test Requirements Analysis

a. Kolmogorov-Smirnov Normality Test

One-Sample Kolmogorov-Smirnov Test

Unstandardized
Residual
N 119
Mean .0000000
Normal Parameters a,b
Std. Deviation 4.28476892
Absolute .073
Most Extreme Differences Positive .073
Negative -.048
Test Statistic .073
Asymp. Sig. (2-tailed) .176c
a. Test distribution is Normal.
b. Calculated from data.
c. Lilliefors Significance Correction. 68
Probability Plot Normality Test

69
 b. Variable Linearity Test X1 with Y

ANOVA Table

Sum of
Squares Df Mean Square F Sig.

(Combined) 5358.545 35 153.101 9.114 .000

Between Linearity 4446.545 1 4446.545 264.689 .000

Prokrastinasi Groups
Akademik (Y) *
Kepercayaan Diri Deviation from
Linearity 912.000 34 26.824 1.597 .044
(X1)
Within Groups 1394.329 83 16.799
Total 6752.874 118

70
 Variable Linearity Test X2 with Y

ANOVA Table

Sum of Mean
Squares df Square F Sig.

(Combined) 4882.357 31 157.495 7.325 .000

Between Linearity 3974.919 1 3974.919 184.878 .000

Prokrastinasi Groups
Akademik (Y) * Self Deviation from
Regulated Learning 907.438 30 30.248 1.407 .113
Linearity
(X2)
Within Groups 1870.517 87 21.500
Total 6752.874 118

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2. Classical Assumption Test

a. Multicollinearity Test

Coefficientsa

Standardi
Unstandardized zed Collinearity
Coefficients Coefficien Statistics
Model ts t Sig.

B Std. Error Beta Toleran VIF

ce
43.20
(Constant) 59.058 1.367 1 .000
Kepercayaan Diri
1 (X1) -.468 .082 -.576 -5.722 .000 .273 3.668
Self Regulated
-.259 .095 -.276 -2.737 .007 .273 3.668
Learning (X2)

a. Dependent Variable: Prokrastinasi Akademik (Y)

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b. Spearman’s Rho Heteroscedasticity Test

Correlations

Kepercayaan Self Regulated Unstandardiz

Diri (X1) Learning (X2) ed Residual
Correlation Coefficient 1.000 .819** .084
Kepercayaan Diri
(X1) Sig. (2-tailed) . .000 .365
N 119 119 119
Correlation Coefficient .819** 1.000 .087
Spearman's Self Regulated
rho Learning (X2) Sig. (2-tailed) .000 . .347
N 119 119 119
Correlation Coefficient .084 .087 1.000
Unstandardized
Residual Sig. (2-tailed) .365 .347 .
N 119 119 119

**. Correlation is significant at the 0.01 level (2-tailed).

73
Uji Heteroskedastisitas Scatterplot

74
3. Multiple Regression Test

Coefficientsa

Standardiz
Unstandardized ed
Model Coefficients Coefficient t Sig.
s
B Std. Error Beta
(Constant) 59.058 1.367 43.201 .000
Kepercayaan Diri -.468 .082 -.576 -5.722 .000
1 (X1)
Self Regulated
Learning (X2) -.259 .095 -.276 -2.737 .007

a. Dependent Variable: Prokrastinasi Akademik (Y)

^
𝐘 =59,058 − 0,468 𝐗 1 − 0,259 𝐗 2 75
4. Hypothesis Test

b. Simultaneous Test (F Test)

ANOVAa

Sum of Mean
Model Squares df Square F Sig.

Regression 4586.483 2 2293.242 122.792 .000b

1 Residual 2166.391 116 18.676

Total 6752.874 118

a. Dependent Variable: Prokrastinasi Akademik (Y)

b. Predictors: (Constant), Self Regulated Learning (X2), Kepercayaan Diri (X1)

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b. Partial Test (t test)

Coefficientsa

Unstandardized Standardized
Model Coefficients Coefficients t Sig.
B Std. Error Beta
(Constant) 59.058 1.367 43.201 .000
Kepercayaan Diri (X1) -.468 .082 -.576 -5.722 .000
1
Self Regulated Learning -.259 .095 -.276 -2.737 .007
(X2)
a. Dependent Variable: Prokrastinasi Akademik (Y)

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5. Coefficient of Determination (R2)

Model Summaryb

Std. Error of the

Model R R Square Adjusted R Square
Estimate

1 .824a .679 .674 4.32155

a. Predictors: (Constant), Self Regulated Learning (X2), Kepercayaan Diri (X1)

b. Dependent Variable: Prokrastinasi Akademik (Y)

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 CHAPTER V
CONCLUSIONS, IMPLICATIONS,
AND SUGGESTIONS

79
 There is a negative and significant relationship between
Confidence (X1) and Academic Procrastination (Y), can be seen
from -t count (-5.722) < -t table (-1.98063).
A. CONCLUSION
There is a negative and significant relationship between Self
Regulated Learning (X2) with Academic Procrastination (Y),
it can be seen from the -t count (-2.737) <-t table (-1.98063).

There is a simultaneous relationship between self-confidence and

self-regulated learning with academic procrastination can be seen
from the F count 122.792 > F table 3.07.

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 B. Implications

• Vocational high school students of Gita Kirtti 2 Jakarta

often postpone starting work because of so much
Academi school work, which makes students lazy to do it. But
c even so, students still pay attention to the teacher's
Procrasti explanation while teaching even though their friends
nation invite to chat.
(Y)

• Vocational high school students of Gita Kirtti 2 Jakarta

have a good attitude in being responsible, that is they
are ready to face the risk or the worst possibility that
Self might occur if they are lazy to learn. But students also
Confide have the disadvantage that in doing assignments
nce students often cheat their friends' work, because they
(X1) do not believe that they are able to do the task.
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Implication

• Vocational high school students Gita Kirtti 2

Jakarta have a good attitude in being
responsible, that is they are ready to face
the risk or the worst possibility that might
Self occur if they are lazy to learn. But students
Regulat also have the disadvantage that in doing
ed assignments students often cheat their
friends' work, because they don't believe
Learni that they are able to do the task.
ng (X2)

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C. Suggestions

In this study the advice was shown to:

1. Vocational High School Students of Gita Kirtti 2 Jakarta
2. Teachers
3. Next Researchers

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THANK YOU