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Isnaini Muhandhis
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isnainimuhandhis@uwp.ac.id
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+628179673146
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jurnalgesiuwp@gmail.com
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Jalan Raya Benowo no. 1 - 3, Babat Jerawat, Kec. Pakal, Surabaya, Jawa Timur 60197
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Journal of Gender Equality and Social Inclusion (gesi)
Published by Universitas Wijaya Putra Surabaya
ISSN : 29642760     EISSN : 29642760     DOI : https://doi.org/10.38156/gesi
Core Subject : Humanities, Education, Social,
Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences
JGESI adalah Journal Of Gender Equality And Social Inclusion (e-ISSN. 2964-2760), diterbitkan oleh Pusat Studi Gender dan Inklusi Sosial, Universitas Wijaya Putra Surabaya, Indonesia. Jurnal ini diterbitkan pada tahun 2022 dengan terbitan dua kali per tahun (September dan Maret). Jurnal Ilmiah JGESI merupakan jurnal ilmiah yang terbit secara on-line dan menerbitkan artikel atau karya ilmiah hasil penelitian dalam bidang multidisiplin ilmu yang terkait tentang Pengentasan Kemiskinan, Ketahanan Pangan dan Pertanian Berkelanjutan, Kesehatan dan Kesejahteraan, Energi Bersih dan Terjangkau, Gender dan Kesetaraan Hukum, Gender dan Kesetaraan Politik.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 1 Documents
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Search results for , issue "Vol. 4 No. 2 (2025): Oktober 2025 (Inprogress)" : 1 Documents clear
Meretas Pola Menunda: Tinjauan Strategi Intervensi Prokrastinasi dalam Pembelajaran Susanto, Yudith Wina Herlita; Kusuma, Careen Ayudiah; Qotrunad, Fathin Fathia Kamila; Faizal, Muhammad Arkan; Denaputri, Najwa Razita
Journal of Gender Equality and Social Inclusion (gesi) Vol. 4 No. 2 (2025): Oktober 2025 (Inprogress)
Publisher : Pusat Studi GESI - UWP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38156/gesi.v4i2.190

Abstract

Academic procrastination is a behavior of delaying completing academic obligations that can have a negative impact on an individual's achievement and mental health. This study aims to examine the factors that cause academic procrastination and effective intervention strategies in the context of education. Through a systematic literature review, it was found that poor time management, low learning motivation, and other psychological factors contribute significantly to procrastination behavior. Various intervention approaches, such as self-management based on Cognitive Behavior Therapy (CBT), client-centered counseling, and Solution Focus Brief Counseling (SFBT), have been shown to be effective in reducing the level of procrastination. However, the application of these interventions in educational settings is still limited. This study recommends the development of more systematic and applicable intervention programs, as well as the active role of teachers and counselors in supporting students to overcome procrastination. Thus, it is hoped that a more conducive learning environment can be created that supports students' time management and adaptive behavior.

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