Article Per Year (5 Year)
p-Index From 2021 - 2026
0.562
P-Index
This Author published in this journals
All Journal Journal of Natural Science and Integration Southeast Asian Journal of Islamic Education Management Southeast Asian Journal of Islamic Education Management
Wirawan Fadly
Universitas Islam Negeri Kiai Ageng Muhammad Besari Ponorogo
Religion Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Education Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
The Effect of Academic Procrastination and Time Management on Teacher Job Stress: A Study at MA Al-Mukarrom Ponorogo Luluk Fuadah; Wirawan Fadly; Elfi Yuliani Rochmah
Southeast Asian Journal of Islamic Education Management Vol. 7 No. 1 (2026): Manajemen Pendidikan Islam
Publisher : Universitas Islam Negeri Kiai Ageng Muhammad Besari Ponorogo (previously known as IAIN Ponorogo)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/sajiem.v7i1.570

Abstract

Teachers are increasingly exposed to work-related stress due to growing professional demands and workload, which may adversely affect their physical and psychological well-being. This study investigates the effects of academic procrastination and time management on teachers' work stress. A quantitative approach with an ex post facto design was employed. Data were collected through observations, documentation, and questionnaires administered to 48 teachers selected using a saturated sampling technique. The research instrument was validated using Aiken’s V and tested for reliability using Cronbach’s Alpha. Data were analyzed using simple and multiple linear regression. The findings reveal that academic procrastination has no significant effect on teachers’ work stress (p = 0.897), whereas time management has a significant effect (p < 0.001). Simultaneously, academic procrastination and time management explain 44.2% of the variance in teachers’ work stress. These findings suggest that teachers are generally capable of completing academic tasks despite delaying their execution, indicating that procrastination does not necessarily increase work stress. In contrast, ineffective time management contributes substantially to elevated stress levels, particularly when teachers face heavy workloads and strict deadlines. Under certain circumstances, academic procrastination may function as a temporary coping strategy that helps teachers regulate psychological pressure arising from demanding work schedules. Therefore, improving time management skills may be a more effective strategy for reducing teachers’ work stress than focusing solely on minimizing procrastination.
The Effect of Academic Procrastination and Time Management on Teacher Job Stress: A Study at MA Al-Mukarrom Ponorogo Luluk Fuadah; Wirawan Fadly; Elfi Yuliani Rochmah
Southeast Asian Journal of Islamic Education Management Vol. 7 No. 1 (2026): Manajemen Pendidikan Islam
Publisher : Universitas Islam Negeri Kiai Ageng Muhammad Besari Ponorogo (previously known as IAIN Ponorogo)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/sajiem.v7i1.570

Abstract

Teachers are increasingly exposed to work-related stress due to growing professional demands and workload, which may adversely affect their physical and psychological well-being. This study investigates the effects of academic procrastination and time management on teachers' work stress. A quantitative approach with an ex post facto design was employed. Data were collected through observations, documentation, and questionnaires administered to 48 teachers selected using a saturated sampling technique. The research instrument was validated using Aiken’s V and tested for reliability using Cronbach’s Alpha. Data were analyzed using simple and multiple linear regression. The findings reveal that academic procrastination has no significant effect on teachers’ work stress (p = 0.897), whereas time management has a significant effect (p < 0.001). Simultaneously, academic procrastination and time management explain 44.2% of the variance in teachers’ work stress. These findings suggest that teachers are generally capable of completing academic tasks despite delaying their execution, indicating that procrastination does not necessarily increase work stress. In contrast, ineffective time management contributes substantially to elevated stress levels, particularly when teachers face heavy workloads and strict deadlines. Under certain circumstances, academic procrastination may function as a temporary coping strategy that helps teachers regulate psychological pressure arising from demanding work schedules. Therefore, improving time management skills may be a more effective strategy for reducing teachers’ work stress than focusing solely on minimizing procrastination.
Sustainability Literacy: What is its Impact on Pro-Environmental Behavior and Students' Ecological Competence? Tria Mubarokah; Wirawan Fadly; Sam Ol Kong
Journal of Natural Science and Integration Vol. 9 No. 1 (2026): Journal of Natural Science and Integration
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jnsi.v9i1.38901

Abstract

The urgent need for environmental preservation requires a fundamental shift in human behavior, which can be achieved through education focused on sustainable development. This study is aimed at analyzing the effect of understanding the concept of sustainable development on pro-environmental behavior and ecological competence among students at MA Al-Islam Joresan. This research employed a quantitative approach with a causal-associative design. Data were gathered through standardized test instruments and structured questionnaires. The target population comprised 11th-grade science students, from which the sample was drawn in two distinct phases. Initially, 23 students participated in a preliminary assessment, followed by the selection of the 20 highest-scoring individuals for the subsequent questionnaire phase. Purposive sampling was utilized based on practical constraints of time and accessibility, ensuring that participants' age, cognitive level, and existing knowledge were aligned with the research objectives. Data analysis used descriptive statistics to identify low scores and the Partial Least Squares - Structural Equation Modeling (PLS-SEM) approach for inferential testing.The PLS-SEM analysis indicates that conceptual understanding has a significant positive effect on pro-environmental behavior (R² = 0.780) and ecological competence (R² = 0.646). These findings demonstrate that strengthening cognitive literacy fosters concrete environmental action in schools. The implication is that educational institutions should reposition their curricula by integrating digital technology to transform students into agents of environmental change. Keywords: ecological competence, sustainable development, pro-environmental behavior, PLS-SEM
Co-Authors Elfi Yuliani Rochmah Luluk Fuadah Sam Ol Kong Tria Mubarokah