Academic Procrastination in Junior High School Students: A Descriptive Study in Bantaeng Regency, Indonesia
DOI:
https://doi.org/10.59175/pijed.v5i1.894Keywords:
Academic Procrastination, Self-Regulation, Time ManagementAbstract
Academic procrastination is a common issue among adolescents and has the potential to hinder academic achievement and the development of learning skills. However, contextual descriptive mapping at the regional level, including in Bantaeng Regency, remains limited. This study aims to describe the level of academic procrastination among junior high school (SMP) students in Bantaeng Regency. The research employed a quantitative descriptive approach involving 360 students from grades VII–IX as participants. Procrastination was measured using an 8-item Likert scale with a score range of 1–5, and the Procrastination Index was calculated based on the average score of each item, where higher scores indicate higher levels of procrastination. Data were analyzed using descriptive statistics and categorized into low, moderate, and high levels. The results showed that 0.0% of students were in the low category, 16.4% in the moderate category, and 83.6% in the high category, with the high category being the most dominant in the studied population. Academic procrastination was found to be relatively high, particularly in activities requiring planning skills, persistence, and time management. This study provides a contextual descriptive mapping of academic procrastination in Bantaeng Regency, serving as an initial basis for schools and policymakers to design more targeted and effective interventions, particularly those focusing on strengthening students’ self-regulation, study planning, and time management skills.
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