The Effect of Self-Regulated Learning on Procrastination Behavior of Fifth-Grade Students in Pancasila Education at SDN Gurah 1
DOI:
https://doi.org/10.47134/islamicpsychology.v2i3.289Keywords:
Self-Regulated Learning, Academic Procrastination, Pancasila Education, Elementary School Students, Fifth GradeAbstract
Procrastination behavior is exhibited by fifth-grade students in the Pancasila Education subject at SDN Gurah 1, as indicated by delays in submitting assignments and less optimal understanding of Pancasila values. Self-regulated learning trains students to manage time, set learning goals, and independently monitor and evaluate their learning processes. This study aims to: (1) analyze the level of students’ self-regulated learning; (2) identify the level of students’ procrastination behavior in Pancasila Education learning; and (3) examine the relationship and effect of self-regulated learning ability on students’ procrastination behavior. This research employed a quantitative approach using an ex post facto method. Data were collected through closed-ended questionnaires using a Likert scale to measure levels of self-regulated learning and procrastination behavior, complemented by documentation to obtain supporting data. The data collection instruments consisted of self-regulated learning and procrastination behavior questionnaires that had been tested for validity and reliability. Data analysis techniques included descriptive analysis to describe data characteristics, prerequisite tests (normality and linearity tests), and inferential analysis using simple regression to determine the effect of self-regulated learning on students’ procrastination behavior. The results of the simple regression analysis indicate that self-regulated learning has a negative and significant effect on students’ procrastination behavior. Based on these findings, teachers are encouraged to consistently integrate self-regulated learning strategies into the learning process to reduce procrastination behavior among fifth-grade students at SDN Gurah 1.
References
Agustina, A. D. (2025). The self-regulated learning dan prokrastinasi akademik pada siswa. Jurnal Psikoedukasia, 1(1).
Astuti, A. D. (2025). The effect of self-regulated learning on student academic procrastination. Tunas: Jurnal Pendidikan Guru Sekolah Dasar, 9(2).
Widodo, S., Wibowo, M. E., & Purwanto, E. (2023). The effects of self-regulated learning and peer conformity on students academic procrastination. Jurnal Bimbingan Konseling, 12(1), 35–38.
Muyana, S. (2018). Prokrastinasi akademik di kalangan mahasiswa. Counsellia: Jurnal Bimbingan dan Konseling, 8(1), 45–52.
Fauziah, H. H. (2015). Faktor-faktor yang memengaruhi prokrastinasi akademik. Jurnal Ilmiah Psikologi Terapan, 3(2), 123–135.
Rahayu, W., & Suryadi, D. (2020). Pengaruh regulasi diri terhadap prokrastinasi akademik siswa SD. Jurnal Pendidikan Dasar, 11(2), 101–110.
Sari, D. N., & Putra, A. (2021). Peran self regulated learning dalam menurunkan prokrastinasi akademik siswa. Jurnal Pendidikan dan Pembelajaran, 28(3), 210–219.
Hidayat, D., & Sari, R. P. (2019). Hubungan self regulated learning dengan prokrastinasi akademik siswa. Jurnal Bimbingan dan Konseling, 8(1), 45–53.
Rosyid, H. F., & Ulfah, M. (2018). Self regulated learning dan motivasi belajar terhadap prokrastinasi akademik. Jurnal Psikologi, 14(1), 32–40.
Wulandari, R., & Hartono. (2017). Self regulated learning dan prestasi belajar siswa SD. Jurnal Pendidikan Dasar Nusantara, 3(1), 75–84.
Lestari, I., & Yudhanegara, M. R. (2017). Regulasi diri dalam pembelajaran matematika. Jurnal Pendidikan Matematika, 11(2), 95–104.
Fitriani, A., & Setiawan, A. (2020). Hubungan motivasi belajar dan regulasi diri dengan prokrastinasi akademik. Jurnal Konseling dan Pendidikan, 8(2), 89–97.
Pratama, F., & Suhadianto. (2019). Pengaruh self regulated learning terhadap hasil belajar siswa. Jurnal Pendidikan Indonesia, 8(1), 15–23.
Rahmawati, N. K., & Kusumaningrum, R. (2022). Regulasi diri dan disiplin belajar siswa sekolah dasar. Jurnal Pendidikan Dasar Indonesia, 7(2), 134–142.
Setyowati, E., & Widana, I. W. (2016). Self regulated learning dan kecenderungan prokrastinasi akademik. Jurnal Psikologi Pendidikan dan Konseling, 2(1), 54–62.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70.
Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning. Educational Psychology Review, 16(4), 385–407.
Wolters, C. A. (2003). Regulation of motivation. Educational Psychologist, 38(4), 189–205.
Steel, P. (2007). The nature of procrastination: A meta-analytic review. Psychological Bulletin, 133(1), 65–94.
Kim, K. R., & Seo, E. H. (2015). The relationship between procrastination and academic performance: A meta-analysis. Personality and Individual Differences, 82, 26–33.
Klassen, R. M., Krawchuk, L. L., & Rajani, S. (2008). Academic procrastination of undergraduates. Contemporary Educational Psychology, 33(4), 915–931.
Howell, A. J., & Watson, D. C. (2007). Procrastination: Associations with achievement. Personality and Individual Differences, 43, 167–178.
Balkis, M., & Duru, E. (2009). Prevalence of academic procrastination behavior. Journal of Instructional Psychology, 36(3), 242–249.
Sirois, F. M., & Pychyl, T. A. (2013). Procrastination and the priority of short-term mood regulation. Self and Identity, 12(2), 211–229.
Steel, P., & Klingsieck, K. B. (2016). Academic procrastination: Psychological antecedents. Frontiers in Psychology, 7, 1–9.
Wolters, C. A., & Hussain, M. (2015). Investigating grit and self-regulated learning. Metacognition and Learning, 10(2), 293–311.
Dent, A. L., & Koenka, A. C. (2016). The relation between self-regulated learning and academic achievement. Educational Psychology Review, 28(3), 425–474.
Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic achievement. Internet and Higher Education, 27, 1–13.
Tice, D. M., & Baumeister, R. F. (1997). Longitudinal study of procrastination. Psychological Science, 8(6), 454–458.
Van Eerde, W. (2003). A meta-analytically derived nomological network of procrastination. Personality and Individual Differences, 35, 1401–1418.
Senécal, C., Koestner, R., & Vallerand, R. J. (1995). Self-determination and procrastination. Journal of Social Psychology, 135, 607–619.
Hensley, L. C. (2014). Reconsidering active procrastination. Learning and Individual Differences, 36, 1–7.
Grunschel, C., Patrzek, J., & Fries, S. (2013). Exploring different types of academic delayers. Learning and Individual Differences, 23, 225–233.
Effeney, G., Carroll, A., & Bahr, N. (2013). Self-regulated learning & executive function. Educational Psychology, 33(7), 781–801.
Cho, M. H., & Shen, D. (2013). Self-regulation in online learning. Internet and Higher Education, 17, 22–28.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Dian Kusumawati
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
