<![CDATA[Penggunaan internet kini menjadi bagian dari aktivitas keseharian mahasiswa. Intensitas penggunaan internet yang demikian, memiliki konsekuensi negatif berupa Problematic Internet Use (PIU). Perilaku PIU dapat berdampak pada Self-Regulation dan Boredom Feedback Model (BFM) yang berujung pada perilaku Academic Procrastination. Berdasarkan hal tersebut, penelitian ini dilakukan dengan tujuan menguji secara kuantitatif pengaruh perilaku Problematic Internet Use (PIU) terhadap Academic Procrastination pada mahasiswa. Penelitian dilakukan pada 178 Mahasiswa yang didominasi oleh perempuan (78.7%) pada rentang usia 18-21 tahun dengan perilaku PIU pada kategori sedang, yang dipilih melalui teknik purposive sampling. Data dikumpulkan menggunakan Indonesia Problematic Internet Use Scale dan Multidimensional Academic Procrastination Scale. Analisis data dilakukan menggunakan uji regresi linear sederhana, dengan hasil signifikan (F=71.18, p <.001). Melalui hasil tersebut PIU berpengaruh secara signifikan dan positif terhadap Academic Procrastination. Hal tersebut dibuktikan dengan perilaku PIU mampu menjelaskan 28.8% varians Academic Procrastination, dengan koefisien regresi B = 0.362. Abstract Internet use has become part of students' daily activities. Such intense internet use has negative consequences in the form of Problematic Internet Use (PIU). PIU behavior can have an impact on Self-Regulation and the Boredom Feedback Model (BFM), which leads to Academic Procrastination behavior. Based on this, this study was conducted with the aim of quantitatively testing the influence of Problematic Internet Use (PIU) behavior on Academic Procrastination among students. This study involved 178 students, predominantly female (78.7%), aged 18–21 years, with the majority of participants exhibiting moderate levels of Problematic Internet Use (PIU), selected through purposive sampling. Data were collected using the Indonesia Problematic Internet Use Scale and the Multidimensional Academic Procrastination Scale. Data analysis was performed using simple linear regression tests, with significant results (F=71.18, p <.001). These results show that PIU has a significant and positive effect on Academic Procrastination. This is evidenced by the fact that PIU behavior can explain 28.8% of the variance in Academic Procrastination, with a regression coefficient of B = 0.362.]]>
