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All Journal KESANS : International Journal of Health and Science Jurnal Indonesia Sosial Sains
Robbi Fathoni, Achmad
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Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Energy Environmental Science Health Professions Immunology & microbiology Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Medicine & Pharmacology Neuroscience Physics Public Health Social Sciences

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Pengaruh Self-Regulated Learning dan Motivasi Berprestasi Terhadap Perilaku Prokrastinasi Akademik Siswa Robbi Fathoni, Achmad; Indrawati, Erdina
Jurnal Indonesia Sosial Sains Vol. 3 No. 07 (2022): Jurnal Indonesia Sosial Sains
Publisher : CV. Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/jiss.v3i07.646

Abstract

Academic procrastination is a behavior carried out by students in the form of delaying work both to start and complete assignments for rational reasons, this can have a negative impact on achievement and also students' mental health. Academic procrastination is caused by several factors such as low self-regulated learning and achievement motivation and is moderated by social media addiction. This study aims to determine the effect of self-regulated learning and achievement motivation on academic procrastination, as well as the moderating effect of social media addiction. Participants in this study amounted to 134 students of SMPN class VIII, consisting of 54 boys and 80 girls with an age range of about 13 to 15 years. Data collection in this study used four scales, namely the academic procrastination scale, achievement motivation scale, academic self-regulated learning scale, and social media addiction scale. The academic procrastination scale has 17 items with a different power of 0.331-0.763 and a reliability of 0.907. The achievement motivation scale has 22 items with a different power of 0.337-0.740 and a reliability of 0.895. The academic self-regulated learning scale has 22 items with a power difference of 0.309-0.836 and a reliability of 0.928. The social media addiction scale has 5 items with a discrepancy of 0.371-0.556 and a reliability of 0.792. The data in this study were analyzed using the structural equation model technique. The results showed that 1) there was an effect of self-regulated learning on academic procrastination (p values ​​0.00<0.05); 2) there is no effect of achievement motivation on academic procrastination (p values ​​0.243 <0.05); 3) social media addiction did not affect the relationship between self-regulated learning and academic procrastination (p values ​​0.90<0.05); 4) social media addiction affects the relationship between achievement motivation and academic procrastination (p values ​​0.015<0.05).
Identification of Factors Affecting Cadets' Self-Adjustment in Academic and Non-Academic Contexts Farhan Muttaqin, A; Robbi Fathoni, Achmad; Putra Malo Sitorus, Apridho; Felix Betani Silalahi, Carlos; Yudyadinata Haritama, I Made; Eryanto Putra, Ridho
Jurnal KESANS : Kesehatan dan Sains Vol 5 No 2 (2025): KESANS: International Journal of Health and Science
Publisher : Rifa'Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54543/kesans.v5i2.496

Abstract

Introduction: Self-adjustment is essential for cadets entering state-run educational institutions with strict discipline. Adaptation involves managing academic pressures and non-academic challenges, such as physical training, dormitory life, and hierarchical systems. Internal factors like emotional maturity and external support significantly influence adaptation. However, holistic studies on cadet adjustment remain limited. Objective: This study aims to analyze essential factors shaping cadets' self-adjustment within a strict semi-military education environment. Method: Using a qualitative approach, the research draws upon in-depth interviews to identify cadets' adaptation strategies toward academic pressure and dormitory routines. Result and Discussion: Findings indicate Academic Conflict (27%) as the primary challenge, addressed through Strategies and Character (38%), with peer support enhancing resilience. Vision and Mentality (27%) highlight that successful adjustment relies on Character Maturity and holistic balance beyond academics. Conclusion: Cadet adaptation is a transformative process where environmental pressures foster social networks and integrity, aligning with civil service ideals
Co-Authors Eryanto Putra, Ridho Farhan Muttaqin, A Felix Betani Silalahi, Carlos Indrawati, Erdina Putra Malo Sitorus, Apridho Yudyadinata Haritama, I Made