<![CDATA[Academic procrastination is an important issue in learning because the tendency to delay academic tasks can disrupt students’ learning routines, academic achievement, and competency development, particularly in vocational education, which requires discipline and responsibility in completing both academic and practical tasks. This condition highlights the importance of identifying internal factors that may help reduce students’ tendency to procrastinate. This study aimed to examine the effects of learning motivation and self-efficacy on students’ academic procrastination. A quantitative approach with an explanatory research design was employed. The study was conducted at SMK Ma’arif NU Driyorejo and involved tenth-grade students in the Office Management and Business Services program. Data were collected using a closed-ended Likert-scale questionnaire that had undergone instrument testing. The data were analyzed using multiple linear regression to examine the partial and simultaneous effects of the independent variables on academic procrastination. The results showed that learning motivation and self-efficacy had significant negative effects on academic procrastination, both partially and simultaneously. These findings indicate that higher levels of learning motivation and self-efficacy are associated with a lower tendency to postpone academic tasks. The study confirms that strengthening learning motivation and self-efficacy is important for reducing academic procrastination among vocational high school students. Therefore, teachers are encouraged to implement interactive learning strategies, provide positive reinforcement, and create learning experiences that strengthen students’ motivation and confidence in their ability to complete academic tasks. ABSTRAK Prokrastinasi akademik merupakan salah satu permasalahan penting dalam pembelajaran karena kebiasaan menunda penyelesaian tugas dapat menghambat keteraturan belajar, pencapaian hasil belajar, dan pengembangan kompetensi siswa, khususnya pada pendidikan vokasi yang menuntut kedisiplinan dan tanggung jawab dalam menyelesaikan tugas akademik maupun praktik. Kondisi tersebut menunjukkan pentingnya mengidentifikasi faktor internal yang dapat berperan dalam menekan kecenderungan prokrastinasi akademik siswa. Penelitian ini bertujuan untuk menganalisis pengaruh motivasi belajar dan self-efficacy terhadap prokrastinasi akademik siswa. Penelitian menggunakan pendekatan kuantitatif dengan desain explanatory research. Penelitian dilaksanakan di SMK Ma’arif NU Driyorejo dengan subjek siswa kelas X Program Keahlian Manajemen Perkantoran dan Layanan Bisnis. Data dikumpulkan menggunakan kuesioner dengan instrumen angket tertutup berskala Likert yang telah melalui pengujian instrumen. Data dianalisis menggunakan regresi linear berganda untuk menguji pengaruh parsial dan simultan antarvariabel. Hasil penelitian menunjukkan bahwa motivasi belajar dan self-efficacy secara parsial maupun simultan berpengaruh negatif dan signifikan terhadap prokrastinasi akademik siswa. Temuan ini menunjukkan bahwa semakin tinggi motivasi belajar dan self-efficacy siswa, semakin rendah kecenderungan melakukan penundaan terhadap tugas akademik. Penelitian ini menegaskan bahwa penguatan motivasi belajar dan self-efficacy merupakan aspek penting dalam upaya menekan prokrastinasi akademik siswa. Oleh karena itu, guru perlu mengembangkan pembelajaran yang interaktif, memberikan penguatan positif, serta menciptakan pengalaman belajar yang dapat meningkatkan motivasi dan keyakinan siswa terhadap kemampuan dirinya dalam menyelesaikan tugas akademik.]]>
