AbstrakTujuan penelitian ini adalah untuk membuktikan keefektifan layanan penguasaan konten dengan topik self-regulated learning untuk menurunkan tingkat prokrastinasi akademik siswa. Jenis penelitian yang digunakan adalah eksperimen dengan desain one group pre-test dan post-test. Subjek penelitian ini adalah seluruh populasi siswa kelas X Is 3(N= 38 orang siswa). Data dikumpulkan menggunakan skala prokrastinasi akademik siswa dan dianalisis menggunakan analisis deskriptif kuantitatif serta uji t-test. Hasil penelitian menunjukkan bahwa tingkat prokrastinasi akademik siswa menurun secara signifikan melalui layanan penguasaan konten dengan menggunakan topic self-regulated learning (0,00<0,01) yang jika disimpulkan self-regulated learning efektif untuk menurunkan prokrastinasi melalui layanan penguasaan konten. AbstractThe purpose of this study is to prove the effectiveness of content mastery services with independent learning topics to lower the level of student academic procrastination. Type of research used is experiment with design one group pre-test and post-test. The subjects of this study are the entire population of students class X is 3 (N = 38 students). The research data used students' academic procrastination scales and analyzed using quantitative descriptive and t-test. The results showed that the level of academic procrastination decreased significantly through content mastery service using self-learning (0.00 <0.01) if be concluded if self-regulated learning is effective to down procrastination by using content mastery service.
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