Hubungan Manajemen Waktu dengan Prokrastinasi Akademik pada Siswa Kelas X SMA Negeri 1 Dramaga

Syakira Faujiah; Putri Ria Angelina; Ikhwan Hamdani

doi:10.59698/afeksi.v7i3.1072

Authors

Syakira Faujiah Universitas Ibn Khaldun Bogor, Indonesia, Indonesia
Putri Ria Angelina Universitas Ibn Khaldun Bogor, Indonesia, Indonesia
Ikhwan Hamdani Universitas Ibn Khaldun Bogor, Indonesia, Indonesia

DOI:

https://doi.org/10.59698/afeksi.v7i3.1072

Keywords:

Bimbingan dan Konseling, Manajemen Waktu, Prokrastinasi Akademik, Regulasi Diri, Siswa SMA

Abstract

Prokrastinasi akademik merupakan bentuk penundaan sukarela terhadap tugas akademik meskipun siswa mengetahui konsekuensi negatifnya. Salah satu sumber regulasi yang secara teoritis berkaitan dengan prokrastinasi adalah manajemen waktu, yaitu kemampuan menetapkan tujuan dan prioritas, mengorganisasi kegiatan, serta mengendalikan penggunaan waktu. Penelitian ini bertujuan mendeskripsikan manajemen waktu dan prokrastinasi akademik serta menguji hubungan antara keduanya pada siswa kelas X SMA Negeri 1 Dramaga. Penelitian menggunakan desain kuantitatif korelasional dengan populasi 561 siswa dan sampel 141 siswa yang berpartisipasi secara sukarela. Instrumen manajemen waktu terdiri atas 61 butir valid (α = .922), sedangkan instrumen prokrastinasi akademik terdiri atas 27 butir valid (α = .750). Analisis menggunakan statistik deskriptif, uji normalitas, uji linearitas, dan korelasi Pearson product-moment. Mayoritas siswa berada pada kategori sedang untuk manajemen waktu (62,4%) dan prokrastinasi akademik (78,7%). Uji asumsi menunjukkan p = .200 pada normalitas dan p = .884 pada deviation from linearity. Koefisien korelasi yang tercatat pada data sumber adalah r = .641, p < .001, N = 141, dengan 95% CI [.532, .729]. Nilai tersebut menunjukkan hubungan yang kuat antar skor, tetapi arah substantifnya perlu diverifikasi terhadap orientasi skoring instrumen karena koefisien positif tidak konsisten dengan kerangka teoritis bahwa manajemen waktu yang lebih baik berkaitan dengan prokrastinasi yang lebih rendah. Temuan menegaskan pentingnya verifikasi skoring sebelum inferensi arah hubungan dan mendukung layanan bimbingan dan konseling yang memperkuat perencanaan, prioritas, self-monitoring, dan regulasi belajar.

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