Abstract

The purpose of this study was to determine the effect of self-regulated learning techniques on academic procrastination behavior. The data collection method used was a questionnaire as the main method and observation, interviews and documentation as complements. The sampling technique used in this study was purposive sampling. The population in this study was 147, and the number of samples was 10 students who had high academic procrastination scores, the data analysis technique used the t-test formula. Based on the analysis of the t-test calculation data obtained through the analysis, it turned out that the t value was obtained = 5.218, then consulted with the t value in the table with db (N-1) = 10-1 = 9 with a significance level of 5% = 2.262. Thus, the t-value of the results of this study is greater than the t-table value, namely (5.218> 2.262), so the null hypothesis (Ho) is rejected while the alternative hypothesis (Ha) is accepted at a significance level of 5% so that this study is declared "Significant".

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