<![CDATA[Academic procrastination is a common problem among junior high school students and may negatively affect academic performance, psychological well-being, and responsibility in completing academic tasks. This study examined the effectiveness of Islamic-based self-management counseling incorporating the amanah dimension in reducing academic procrastination among junior high school students. The study employed a one-group pretest-posttest design. The researchers selected seven students with high levels of academic procrastination using purposive sampling. Data were collected using a 20-item academic procrastination scale developed based on the amanah dimension and validated through expert review and pre-testing. The data were analyzed using the Wilcoxon Signed-Rank Test to determine differences in students' academic procrastination before and after the intervention. The results showed a significant reduction in academic procrastination after implementing Islamic-based self-management counseling, with an Asymp. Sig. value of 0.031. The mean pretest score was 118, which decreased to 84 in the posttest. These findings indicate that the intervention effectively reduced students' academic procrastination. This study's novelty lies in integrating the Islamic value of amanah into self-management counseling, emphasizing responsibility, integrity, discipline, and personal accountability. This approach offers a culturally relevant counseling intervention to address academic procrastination among junior high school students. Keywords: self-management, Islamic, academic procrastination, amanah]]>
