Hubungan Smartphone Addiction dengan Academic Procrastination pada Mahasiswa UKSW di Masa Pandemi COVID-19

Tujuan dari penelitian ini adalah untuk mengetahui hubungan antara smartphone addiction dengan perilaku procrastination academic di masa pandemic covid-19. Partisipan berjumlah 203 mahasiswa/i aktif UKSW yang diperoleh dengan menggunakan teknik accidental sampling. Alat ukur yang digunakan dalam penelitian ini adalah smartphone addiction scale-short version (SAS-SV) versi bahasa indonesia dengan jumlah 21 aitem dengan reliabilitas r=0,818 dan skala prokrastinasi akademik yang berjumlah 25 aitem dengan reliabilitas r=0,870. Hasil uji hipotesis dengan teknik korelasi Rank Spearman terdapat hubungan positif signifikan antara smartphone addiction dengan procrastination academic mahasiswa/i di masa pandemi covid-19. Smartphone addiction memberikan sumbangan efektif sebesar 10,6% pada perilaku academic procrastination sedangkan 89,4% dipengaruhi oleh faktor-faktor lainnya seperti kondisi fisik atau kesehatan dan kondisi psikologis, pola asuh orangtua dan lingkungan seperti lingkungan keluarga, masyarakat, dan sekolah.The purpose of this study is to determine the relationship between smartphone addiction and academic procrastination behavior during the Covid-19 pandemic. Participants totaled 203 active UKSW students obtained using purposive sampling techniques. The measuring instruments used in this study were the Indonesian version of smartphone addiction scale-short version (SAS-SV) with a total of 21 aitems with reability r = 0.818 and an academic procrastination scale totaling 25 aitems with reability r = 0.870. The results of the hypothesis test have a significant positive relationship between smartphone addiction and the academic procrastination of students during the Covid-19 pandemic. The results of the hypothesis test with the Spearman Rank correlation technique have a significant positive relationship between smartphone addiction and student academic procrastination during the COVID-19 pandemic. Smartphone addiction contributes 10.6% effectively to academic procrastination behavior while 89.4% is influenced by other factors such as physical or health conditions and psychological conditions, parental parenting and the environment such as the family environment, society, and schools