LATER WILL BECOMES NEVER!!! STUDI DESKRIPTIF PROKRASTINASI (AKTIF DAN PASIF)

  • Tamara Widya Aristi Fakultas Psikologi / Universitas Surabaya
  • Ide Bagus Siaputra Fakultas Psikologi / Universitas Surabaya
  • Lina Natalya Fakultas Psikologi / Universitas Surabaya
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Keywords: active procrastination, passive procrastination, gender, academic achievement

Abstract

Abstrak Chu dan Choi (2005) menggungkapkan suatu perspekstif baru mengenai prokrastinasi, bahwa prokrastinasi dibagi menjadi tiga yaitu nonprcrastination, active procrastination dan passive procrastination. Penelitian ini bertujuan untuk mendeskripsikan dua dari tiga tipe prokrastinasi tersebut dengan melihat korelasinya dengan data - data demografi (jenis kelamin dan prestasi akademik). Pengambilan data pada penelitian ini menggunakan teknik random sampling yaitu Accidental Random Sampling. Jumlah subjek dalam penelitian ini adalah sebanyak 466 mahasiswa aktif Universitas Surabaya angkatan 2014 - 2017. Hasil penelitian menunjukan bahwa tidak ada korelasi antara prokrastinasi dengan semua data demografi. Maka simpulan penelitian ini adalah seluruh mahasiswa melakukan prokrastinasi baik aktif maupun pasif tidak memandang jenis kelamin dan prestasi akademik yang dicapai. Artinya prokrastinasi dapat terjadi dan terus terjadi di lingkungan akademik karena mendapat penguatan yang positif.

Kata kunci: Prokrastinasi aktif, prokrastinasi pasif, jenis kelamin, prestasi akademik.

Abstract Chu and Choi (2005) describe new perspectives on procrastination, namely procrastination which is divided into three, namely nonprcrastination, active procrastination and passive procrastination. This study aims to describe two of the three types of procrastination by looking at the correlation with demographic data (gender and academic achievement). Data collection in this study used a random sampling technique, namely Accidental Random Sampling. The number of subjects in this study were 466 active students of the University of Surabaya in 2014-2017. The results showed that there was no procrastination with all demographic data. So the conclusion of this study is that all students who do procrastination, both active and passive, do not see gender problems and academic achievements. Procrastination can occur and continue to occur in the academic environment because of positive reinforcement.

Keywords: active procrastination, passive procrastination, gender, academic achievement.

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References

Alaihimi, W. S., Arneliwati., & Misrawati. (2014). Perbandingan prokrastinasi akademik berdasarkan keaktifan dalam organisasi kemahasiswaan. JOM PSIK, 1(2), 1-8.

Choi, J. N., & Moran, S.V. (2009). Why not procrastinate? Development and validation of a new active procrastination scale. The Journal of Social Psychology, 149(2), 195-211.

Chu, A. H. C., & Choi, J. N. (2005). Rethinking procrastination: positive effects of “active” procrastination behavior on attitudes and performance. The Journal of Social Psychology, 145(3), 245-265.

Oematan, C. S. (2013). Hubungan antara prokrastinasi akademik dan prestasi akademik pada mahasiswa fakultas psikologi - Universitas Surabaya. Calyptra: Jurnal Ilmiah Mahasiswa Universitas Surabaya, 2(1), 1-7.

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Sulistyaningsih, Y. F., & Cahyani, B. H. (2011). Peran reinforcement dalam kemampuan regulasi diri pada siswa SD selama di kelas. Jurnal Spirits, 2(1), 1-13.
Published
2019-09-01
Issue
Vol. 8 No. 1 (2019): Calyptra : Jurnal Ilmiah Mahasiswa Universitas Surabaya (September)
Section
Bidang Psikologi (ED)

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