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All Journal SECONDARY : Jurnal Inovasi Pendidikan Menengah (JIPM) Indonesian Journal of Counseling and Development
Ananda, Amelia
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Religion Education

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The Contribution of Self-Regulated Learning and Peer Social Support to Academic Procrastination in Completing Thesis Rohani; Subhan, Mhd; Habibah, Suci; Nurhafiza, Nurhafiza; Ananda, Amelia
Indonesian Journal of Counseling and Development Vol. 7 No. 1 (2025): July 2025
Publisher : Institut Agama Islam Negeri Kerinci, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/ijcd.v7i1.5143

Abstract

This study aims to examine the contribution of self-regulated learning and peer social support to academic procrastination among university students in completing their thesis. Meanwhile, peer social support provides emotional and motivational assistance that can help students overcome academic stress and maintain their commitment to completing tasks. Using a quantitative correlational design, the research population is 2353 students of the Faculty of Tarbiyah and Teacher Training which was found to be a sample of 100 students who used the Taro Yamane formula. The analysis of this study uses description, simple and multiple linear regression. The analysis of research data was conducted using the Statistical Product and Service Solution (SPSS) 28 For Windows application. The results showed that both self-regulated learning and peer social support significantly contribute to reducing academic procrastination, with self-regulated learning having a stronger influence. Furthermore, the combination of these two factors explained a substantial portion of the variance in procrastination behaviour. The findings suggest that interventions aimed at improving students’ self-regulation skills and fostering supportive peer networks can effectively decrease procrastination and enhance thesis completion rates. This study provides valuable insights for educators and academic counsellors in designing comprehensive support programs to assist students in overcoming procrastination challenges
KONTRIBUSI PROGRAM LITERASI DAN MINAT BACA TERHADAP KEMAMPUAN LITERASI MEMBACA SISWA Ananda, Amelia; Iqbal, Muhammad; Aryani, Menik
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i2.9928

Abstract

ABSTRACT Indonesian students' reading literacy skills remain low, including at the junior high school level. School literacy programs and reading interest are considered two important contributing factors, yet previous research findings have been inconsistent. This study aims to analyze the contribution of literacy programs and reading interest both partially and simultaneously to the reading literacy ability of students at SMP Negeri 22 Mataram. A quantitative approach with a correlational ex post facto design was employed. All grade VII, VIII, and IX students in the 2025/2026 academic year served as a saturated sample of 106 students. Data were collected using Likert-scale questionnaires (literacy program: 11 items; reading interest: 41 items) and a multiple-choice reading literacy test (18 items), all of which had been validated. Data were analyzed using multiple linear regression via SPSS version 26. Results show: (1) the literacy program had no significant partial effect on reading literacy ability (t = 1.282; sig. 0.203 > 0.05); (2) reading interest had a significant partial effect on reading literacy ability (t = 9.717; sig. 0.000 < 0.05); and (3) simultaneously, the literacy program and reading interest significantly affected reading literacy ability (F = 87.934; sig. 0.000 < 0.05), contributing 63.1% of the variance. This study confirms that reading interest is the dominant predictor of reading literacy, suggesting that literacy programs need to be evaluated by their capacity to cultivate sustained reading interest. ABSTRAK Kemampuan literasi membaca siswa Indonesia masih tergolong rendah, termasuk di jenjang SMP. Program literasi sekolah dan minat baca diyakini sebagai dua faktor penting yang berkontribusi terhadap kemampuan tersebut, namun hasil penelitian sebelumnya masih belum konsisten. Penelitian ini bertujuan untuk menganalisis kontribusi program literasi dan minat baca secara parsial maupun simultan terhadap kemampuan literasi membaca siswa di SMP Negeri 22 Mataram. Pendekatan yang digunakan adalah kuantitatif dengan desain korelasional ex post facto. Seluruh siswa kelas VII, VIII, dan IX tahun ajaran 2025/2026 dijadikan sampel jenuh dengan jumlah 106 siswa. Data dikumpulkan melalui angket berskala Likert (program literasi: 11 butir; minat baca: 41 butir) dan tes pilihan ganda kemampuan literasi membaca (18 butir) yang telah divalidasi. Analisis data menggunakan regresi linear berganda dengan bantuan SPSS versi 26. Hasil penelitian menunjukkan: (1) program literasi secara parsial tidak berpengaruh signifikan terhadap kemampuan literasi membaca siswa (t = 1,282; sig. 0,203 > 0,05); (2) minat baca secara parsial berpengaruh signifikan terhadap kemampuan literasi membaca siswa (t = 9,717; sig. 0,000 < 0,05); dan (3) secara simultan, program literasi dan minat baca berpengaruh signifikan terhadap kemampuan literasi membaca siswa (F = 87,934; sig. 0,000 < 0,05) dengan kontribusi sebesar 63,1%. Penelitian ini menegaskan bahwa minat baca merupakan prediktor dominan kemampuan literasi membaca, sehingga efektivitas program literasi perlu diukur dari sejauh mana ia mampu menumbuhkan minat baca yang berkelanjutan.
Co-Authors Aryani, Menik Habibah, Suci Muhammad Iqbal Nurhafiza, Nurhafiza Rohani Subhan, Mhd