<![CDATA[This study aimed to examine the relationship between internet addiction and academic procrastination, as well as to identify differences in vulnerability based on demographic factors among male high school students. A quantitative approach with a cross-sectional design was employed. The participants consisted of 106 male students from SMAN 1 Gabus who were recruited using convenience sampling (M age = 16.4 years, SD = 0.84). Data were collected online using the 20-item Internet Addiction Test (IAT) and the 20-item Procrastination Assessment Scale–Students (PASS), both of which were translated, culturally adapted, and validated through expert judgment. Spearman correlation analysis revealed a significant positive relationship between internet addiction and academic procrastination (rs = 0.720, p < 0.001), indicating that higher levels of internet addiction were associated with greater academic procrastination. Furthermore, the Mann–Whitney U test showed that academic procrastination was significantly higher among younger students (<17 years), those in lower grades (Grades 10 and 11), and students using multiple digital devices. The Student's t-test also indicated that these demographic groups exhibited significantly higher levels of internet addiction. These findings highlight the importance of considering demographic characteristics and digital device use when developing interventions to reduce internet addiction and academic procrastination in school settings.Penelitian ini bertujuan menguji hubungan antara adiksi internet dengan prokrastinasi akademik serta mengidentifikasi perbedaan tingkat kerentanannya berdasarkan faktor demografis pada siswa laki-laki jenjang SMA. Penelitian menggunakan pendekatan kuantitatif dengan desain cross-sectional. Partisipan terdiri atas 106 siswa laki-laki aktif di SMAN 1 Gabus yang direkrut melalui teknik convenience sampling (M usia = 16,4 tahun; SD = 0,84). Data dikumpulkan secara daring menggunakan Internet Addiction Test (IAT) dan Procrastination Assessment Scale–Students (PASS), yang masing-masing terdiri atas 20 aitem dan telah diadaptasi serta divalidasi ke dalam bahasa Indonesia. Analisis korelasi Spearman menunjukkan hubungan positif yang signifikan antara adiksi internet dan prokrastinasi akademik (rs = 0,720; p < 0,001), yang menunjukkan bahwa semakin tinggi tingkat adiksi internet, semakin tinggi pula kecenderungan prokrastinasi akademik. Selain itu, uji Mann–Whitney U menunjukkan bahwa prokrastinasi akademik lebih tinggi pada siswa berusia di bawah 17 tahun, berada di kelas X dan XI, serta menggunakan lebih dari satu perangkat digital. Hasil uji t-Student juga menunjukkan bahwa kelompok demografis tersebut memiliki tingkat adiksi internet yang secara signifikan lebih tinggi. Temuan ini menekankan pentingnya strategi intervensi berbasis karakteristik demografis dan pola penggunaan perangkat digital untuk mengurangi adiksi internet dan prokrastinasi akademik di lingkungan sekolah.]]>
