PROKRASTINASI AKADEMIK DITINJAU DARI HARDINESS DAN ACADEMIC BURNOUT PADA MAHASISWA AKTIVIS ORGANISASI DI YOGYAKARTA

Anisa Dwi Setia Wahyuni, NIM.: 19107010013 (2023) PROKRASTINASI AKADEMIK DITINJAU DARI HARDINESS DAN ACADEMIC BURNOUT PADA MAHASISWA AKTIVIS ORGANISASI DI YOGYAKARTA. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

The urgency of this research is to see procrastination carried out by students who play a dual role in this case as student organizational activists, this is based on the results of previous research and preliminary studies conducted. This study aims to determine the relationship between hardiness and academic burnout with academic procrastination in student activist organizations. The method used in this research is quantitative correlation with three research scales, namely the modified academic procrastination scale (0.920), the self-composed hardiness scale (0.815) and the modified academic burnout scale (0.840). The sample in this study were organizational activist students in Yogyakarta with a total of 130 organizational activist students, both at PTN and PTS. Sampling using convenience sampling technique. For data analysis using multiple linear regression techniques assisted by using SPSS software version 25. The results showed that the major hypothesis was accepted. There is a relationship between hardiness and academic burnout with academic procrastination (Fcount 25.130 > Ftable; Sig 0.000). Then the results of the partial test show that the first independent variable, namely hardiness, has no negative relationship with academic procrastination (tcount -1.070 < ttable 1.660; Sig 0.287), so the first minor hypothesis is rejected. Meanwhile, the second independent variable, namely academic burnout, shows that there is a positive relationship with academic procrastination (tcount 5.814 > ttable 1.660; Sig 0.000) indicating that the second minor hypothesis is accepted with an SE of 25.66%. The effective contribution of hardiness and academic burnout to academic procrastination is 28.4%. The implication of this research is that academic procrastination is inherent in students, but not solely because of their multiple roles, but there are other factors outside of research.

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