<![CDATA[Persoalan klasik yang hingga kini masih dan juga sering terjadi dalam dunia pendidikan termasuk pada strata pendidikan menengah adalah sering terjadinya prokrastinasi akademik. Prokrastinasi adalah fenomena kebiasaan penundaan yang dilakukan tidak bertujuan dan proses penghindaran tugas yang sebenarnya tidak perlu dilakukan. Rendahnya self-regulated learning pada siswa merupakan salah satu faktor terjadi siswa berperilaku prokrastinasi. Tidak hanya selfregulated learning ternyata prokrastinasi dapat terjadi karena adanya konformitas temen sebaya yang negatif. Tujuan dari penelitian ini adalah untuk mengetahui pengaruh self-regulated learning dan konformitas teman sebaya terhadap prokrastinasi akademik pada siswa SMA di sekolah X. Penelitian ini menggunakan pendekatan kuantitatif dengan desain penelitian kausalitas. Metode pengambilan sampel yang digunakan adalah non-probability sampling dengan teknik quota sampling dan menggunakan taraf kesalahan 5% dari rumus isac dan michael sehingga di 210 populasi siswa menjadi 136 siswa. Hasil penelitian menunjukan nilai signifikansi dari variabel self-regulated learning sebesar 0,000 > 0,05, maka Ha diterima dan H0 ditolak, artinya ada pengaruh self-regulated learning dan konformitas teman sebaya terhadap prokrastinasi akademik pada siswa SMA di sekolah X. Besaran pengaruh self-regulated learning dan konformitas teman sebaya terhadap prokrastinasi akademik pada siswa SMA di sekolah X sebesar 65,6%. The classic problem that is still and often occurs in the world of education, including the secondary education strata is the frequent occurrence of academic procrastination. Procrastination is a habitual phenomenon of procrastination that is carried out without purpose and the process of avoiding tasks that don't really need to be done. Low self-regulated learning in students is one of the factors in which students behave in procrastination. Not only self-regulated learning, it turns out that procrastination can occur because of negative peer conformity. The purpose of this study was to determine the effect of self-regulated learning and peer conformity on academic procrastination in high school students in school X. This study used a quantitative approach with a causal research design. The sampling method used is non-probability sampling with quota sampling technique and uses an error rate of 5% from the isac and michael formulas so that the 210 student’s population becomes 136 students. The results showed that the significance value of the self-regulated learning variable was 0.000 > 0.05, then Ha was accepted and H0 was rejected, meaning that there was an effect of self-regulated learning and peer conformity on academic procrastination in high school students in school X. The magnitude of the effect of self-regulated learning and peer conformity to academic procrastination in high school students at school X is 65.6%.]]>
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