<![CDATA[Academic procrastination is a tendency to delay academic tasks among tenth-grade students at SMA Negeri 1 Muaro Jambi, while intrinsic motivation is an internal drive derived from students' desires, abilities, aspirations, needs, and learning goals. Low intrinsic motivation can trigger procrastination behavior that hinders the timely achievement of academic tasks. This relationship emerges clearly when weak internal drive triggers deliberate procrastination, late submission, or even failure to complete assignments, especially in subjects considered difficult. This condition causes students to lose direction in achieving their goals and become more easily distracted by non-academic activities such as chatting or playing with their phones, which ultimately proves that without strong intrinsic motivation, obstacles to timely achievement of academic tasks will be increasingly difficult to avoid. This study aims to reveal the level of intrinsic motivation and academic procrastination and their influence on tenth-grade students at SMA Negeri 1 Muaro Jambi. This study is quantitative with an ex post facto approach to a population of 360 tenth-grade students of SMA Negeri 1 Muaro Jambi, taking a sample of 55 students using a purposive sampling technique. Data collection was conducted through a Likert scale questionnaire consisting of 30 items to measure intrinsic motivation and 29 items for academic procrastination. Data analysis used the Kolmogorov-Smirnov normality test, linearity test, and simple regression with the help of SPSS software. The results of the study showed that the level of intrinsic motivation of students was low (39%), while academic procrastination was at a high level (84%). Based on the results of the simple regression analysis analyzed using SPSS version 29, a significance value of <0.001 was obtained, which is smaller than 0.05. This indicates that the intrinsic motivation variable (X) has an influence on the academic procrastination variable (Y). The magnitude of this influence can be seen from the R Square value, which is 0.187 which when expressed as a percentage becomes 18.7%. This percentage indicates that the influence given is classified as "Quite Strong". In the results of the study, the regression equation found is Ý = 180.196 + (-0.433)X. From this equation, it can be concluded that there is a negative influence, where every 1 unit increase in the intrinsic motivation variable (X) will cause a decrease in the academic procrastination variable (Y) by 0.433. If the intrinsic motivation variable (X) is at 0, then the academic procrastination variable is at 180.196.]]>
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