PENGARUH SELF-REGULATED LEARNING, SELF-EFFICACY, TASK COMMITMENT DAN KONDISI LINGKUNGAN TERHADAP PROKRASTINASI AKADEMIK PADA MAHASISWA KEBIDANAN MERAUKE – PAPUA
Abstract
Latar belakangi : Tingkat prokrastinasi akademik di institusi Akademi Kebidanan Merauke yang cenderung mengalami peningkatan. Prokrastinasi akademik adalah penundaan tugas akademik/pengulangan akademik. Data mahasiswa akademi kebidanan Yaleka Merauke yang mengulang tahun kuliah 2012/2013 sebanyak 7,5 % dari 40 mahasiswa, tahun kuliah 2013/2014 sebanyak 13,8 % dari 65 mahasiswa, tahun kuliah 2014/2015 sebanyak 18,9% dari 158 mahasiswa. Prokrastinasi akademik dapat dihubungkan dengan aspek-aspek individu antara lain pengaturan diri yaitu kegagalan pengaturan diri dalam melakukan pembelajaran mandiri (self-regulated learning), keyakinan terhadap kemampuan diri (self-efficacy) ,tanggung jawab terhadap tugas (task commitment) dan kondisi lingkungan. Tujuan : Untuk mengetahui pengaruh self-regulated learning, self- efficacy dan task commitment dan kondisi lingkungan terhadap prokrastinasi akademik pada mahasiswa akademi kebidanan. Metode : Penelitian deskriptif pendekatan cross sectional, Analisis data yang digunakan tehnik analisis regresi berganda . Penelitian i dilaksanakan di akademi kebidanan Yaleka Merauke, pada bulan september 2016. Populasi mahasiswa akademi kebidanan Yaleka Merauke tingkat dua dan tiga berjumlah 172. Tehnik sampling yang purposive sampling yang berjumlah 120 mahasiswa. Hasil : Ada pengaruh yang signifikan antara self-regulated learning,self-efficacy. task commitment dan kondisi lingkungan (ukuran kelas) terhadap prokrastinasi akademik pada mahasiswa kebidanan Merauke. Uji model regresi memberikan model signifikan (Sig.0,000<0,005) dengan nilai R sebesar 0,790 dan R square 0,625, berarti secara simultan 62% perubahan pada prokrastinasi akademik dapat dipengaruhi oleh self-regulated learning,self-efficacy dan task commitment dengan kekuatan hubungan yang kuat. Setelah dilakukan uji t didapatkan kontribusi/sumbangan efektif self-regulated learning terhadap prokrastinasi akademik pada mahasiswa kebidanan Merauke-Papua sebesar 33,4%, kontribusi self- efficacy terhadap prokrastinasi akademik sebesar 22% , kontrribusi task commitment terhadap prokrastinasi akademik pada mahasiswa kebidanan Merauke sebesar 25,2% dan kontribusi ukuran kelas terhadap prokrastinasi akademik sebesar 35,1% Kata Kunci : Self Regulated Learning, Self Efficacy, Task Comitment, Lingkungan, ProkrastinasiDownloads
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