Hubungan Konsep Diri Dengan Perilaku Prokrastinasi Akademik Pada Siswa Serta Implikasinya Dalam Bimbingan Dan Konseling

Nida Hamidah (Universitas Indraprasta PGRI)
Candra Rahmat (Universitas Indraprasta PGRI)
Sabrina Dachmiati (Universitas Indraprasta PGRI)

Jurnal Konseling Komprehensif: Kajian Teori dan Praktik Bimbingan dan Konseling
Vol. 12, No. 2: November 2025

The purpose of this study is to find out the description of the level of self-concept of students at SMP Negeri 259 Jakarta, to find out how the level of academic procrastination of students at SMP Negeri 259 Jakarta is depicted, and to find out whether there is a relationship between self-concept and academic procrastination behavior of students at SMP Negeri 259 Jakarta. This study uses a quantitative research method with a type of correlational research. The number of samples in this study was 150 students as respondents. The data collection technique was carried out through observation and distribution of questionnaires to respondents. In proving and analyzing the results, statistical assumption tests (normality test, linearity test, and Pearson correlation test), simple linear regression test, and product moment correlation test are used. The results of the study showed that: (1) the self-concept (X) of grade VIII students at SMP Negeri 259 Jakarta was in the high category; (2) the academic procrastination (Y) of grade VIII students at SMP Negeri 259 Jakarta is also in the low category; and (3) there was a negative and significant relationship between self-concept and academic procrastination of grade VIII students at SMP Negeri 259 Jakarta, which was shown by the correlation value of r = -0.534 with a significance level of p = 0.000. This relationship is in the medium and negative category, meaning that the higher the student's self-concept, the lower the academic procrastination. The urgency of this research is to have a useful value for teachers to be able to get to know students' academic procrastination. Based on the results of the research, guidance and counseling teachers can make policies and provide services such as information services, individual counseling services, content mastery services, placement and distribution services, consulting services and group guidance services to improve self-concept and reduce the level of academic procrastination of high-category students.