Pemgaruh Self Regulated Learning, Grit dan dukungan sosial terhadap prokrastinasi akademik pada mahasiswa pascasarjana

Alfawwaz, Moch Dzikri Fathin (2025) Pemgaruh Self Regulated Learning, Grit dan dukungan sosial terhadap prokrastinasi akademik pada mahasiswa pascasarjana. Sarjana thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

INDONESIA: Mahasiswa pascasarjana seringkali dihadapkan berbagai tuntutan akademik serta tanggung jawab pekerjaan profesional diluar dari statusnya sebagai seorang mahasiswa. Hal itu dikhawatirkan dapat membuat kecenderungan individu menunda menyelesaikan tugas akademik. Oleh karena itu, penelitian ini bertujuan untuk melihat pengaruh self regulated learning, grit, dan dukungan sosial terhadap prokrastinasi akademik. Penelitian ini dilakukan kepada mahasiswa pascasarjana UIN Sunan Gunung Djati Bandung, menggunakan pendekatan kuantitatif dengan metode analisis regresi linear berganda. Sampel penelitian berjumlah sebanyak 287 responden dengan menggunakan teknik purposive sampling. Instrumen yang dipakai dalam penelitian ini adalah Tuckman Procrastination Scale, Self Regulated Learning Scale Measurement Tool, Short Grit Scale (Grit-S), dan Multidimensional Scale of Perceived Social Support (MSPSS). Dalam penelitian ini didapatkan hasil yang menunjukkan bahwa self regulated learning, grit, dan dukungan sosial secara simultan berpengaruh signifikan terhadap prokrastinasi akademik (0.001 < 0.05). Secara parsial, self regulated learning dan grit berpengaruh secara negatif dan signifikan (0.001 < 0.05) terhadap prokrastinasi akademik, namun dalam penelitian ini dukungan sosial tidak berpengaruh signifikan (0.647 > 0.05) terhadap prokrastinasi akademik. Hasil penelitian ini mengartikan bahwa kemampuan regulasi diri akademik dan ketekunan individu memiliki peran yang lebih besar dalam menurunkan kecenderungan prokrastinasi akademik dibandingkan faktor dukungan sosial. ENGLISH: Graduate students are often faced with various academic demands as well as professional work responsibilities outside their role as students. These multiple responsibilities may increase the tendency to delay completing academic tasks. Therefore, this study aims to examine the influence of self-regulated learning, grit, and social support on academic procrastination. The research was conducted among postgraduate students at UIN Sunan Gunung Djati Bandung using a quantitative approach with multiple linear regression analysis. The study involved 287 respondents selected through purposive sampling. The instruments used in this study were the Tuckman Procrastination Scale, Self-Regulated Learning Scale Measurement Tool, Short Grit Scale (Grit-S), and Multidimensional Scale of Perceived Social Support (MSPSS). The findings revealed that self-regulated learning, grit, and social support simultaneously had a significant effect on academic procrastination (0.001 < 0.05). Partially, self-regulated learning and grit showed a negative and significant effect (0.001 < 0.05) on academic procrastination, while social support did not have a significant effect (0.647 > 0.05). These results indicate that academic self-regulation and individual perseverance play a greater role in reducing academic procrastination tendencies compared to social support factors.

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