PROKRASTINASI AKADEMIK SISWA SMA MUHAMMADIYAH 1 TEMANGGUNG DITINJAU DARI SELF REGULATED LEARNING DAN INTENSITAS BERMEDIA SOSIAL

Postponing school work (academic procrastination), especially in PAI subjects, is experienced by many high school students today, especially during the pandemic. One of the triggers is the low self-regulation in learning (self-regulated learning) and the high intensity of social media. This study aims to examine the relationship between SRL and social media intensity with academic procrastination. This type of research is quantitative. The research method used the SRL scale, academic procrastination scale and social media intensity questionnaire. Sampling using the Slovin formula from a total population of 168 found a total sample of 118 students. The data analysis technique used multiple correlation analysis with the help of SPSS 24 for windows. The results showed: 1) The forms of academic procrastination that occurred in SMA Muhammadiyah 1 Temanggung students were as follows: Less able to manage time, low self-regulation in learning, low self-confidence, doing more fun activities, thinking themselves too busy and addicted to social media. 2) Based on the results of the descriptive analysis of academic procrastination variables, it is known that the academic procrastination of XI SMA Muhammadiyah 1 Temanggung students is in the "Low" classification with a percentage of 36.1%. 3) Based on the results of the descriptive analysis of the self-regulated learning variable, it is known that the self-regulated learning of XI students of SMA Muhammadiyah 1 Temanggung is in the "High" classification with a percentage of 33.3%. 4) Based on the results of the descriptive analysis of the social media intensity variable, it is known that the social media intensity of XI students of SMA Muhammadiyah 1 Temanggung is in the "Medium" classification with a percentage of 47.2%. 5) There is a significant negative relationship between self-regulated learning and academic procrastination with a value of r = -4.125 and a value of p = 0.00 (p <0.05). 6) There is a significant positive relationship between the intensity of social media and academic procrastination with a value of r = 5.111 and a value of p = 0.00 (p < 0.05). 7) There is a significant positive relationship between self-regulated learning and the intensity of social media simultaneously on academic procrastination with F = 15.106 and p = 0.00 (p < 0.05). 8) The effective contribution (R2) is 0.305. So that 30.5% of students' academic procrastination at SMA Muhammadiyah 1 Temanggung is influenced by the existence of self-regulated learning and the intensity of social media, then the remaining 69.5% is influenced by other factors outside of this study. 9) The impact that occurs due to academic procrastination is a decrease in learning achievement, emotional disturbances, stress and anxiety because they are always thinking about unfinished schoolwork. xi Therefore, self-regulated learning and social media interest can be predictors of the level of academic procrastination