<p>Prokrastinasi akademik merupakan perilaku menunda-nunda mengerjakan ataupun menyelesaikan tugas-tugas akademik. Penelitian ini bertujuan memberikan gambaran mengenai prokrastinasi akademik yang dialami oleh mahasiswa. Penelitian ini merupakan jenis penelitian deskriptif dengan pendekatan kuantitatif. Penelitian ini menggunakan alat pengumpul data berupa skala prokrastinasi akademik. Subyek yang digunakan dalam penelitian ini adalah mahasiwa prodi BK sejumlah 229 mahasiswa yang di ambil dengan cara <em>simple random sampling</em>. Analisis data dalam penelitian ini menggunakan teknik persentase. Hasil yang diperoleh dalam penelitian ini menggambarkan kondisi prokrastinasi akademik mahasiswa pada kategori sangat tinggi sebesar 6%, kategori tinggi 81%, kategori sedang 13%, kategori rendah 0%. Prokrastinasi akademik yang dialami oleh mahasiswa tersebut terdiri dari beberapa aspek antara lain keyakinan akan kemampuan, ganggaun perhatian, faktor sosial, manajemen waktu, inisiatif, pribadi, dan kemalasan.<br /><br /></p><p><strong>Abstract</strong><br />Academic procrastination is a procrastinating behavior of doing or completing academic tasks. This study aims to provide an overview of the academic procrastination experienced by students. This research is a descriptive research with quantitative approach. This study uses data collection tool in the form of academic procrastination scales. The subjects used in this study are students of guidance and counseling program of 229 students taken by simple random sampling. Data analysis in this research using percentage technique. The results obtained in this study describes the condition of student academic procrastination in very high category of 6%, high category 81%, medium category 13%, low category 0%. The academic procrastination experienced by the student consists of several aspects such as belief in ability, attention disturbance, social factors, time management, initiative, personal, and laziness.</p>

<p style="text-align: justify;">The Coronavirus disease (COVID-19) pandemic impacted various lines in the international world, including Indonesia. Pandemic COVID-19 in Indonesia has also changed multiple performances in multiple sectors, one of which is education. The concept of learning from home changes lecturers' paradigm as educators in tertiary institutions applying online learning. This study aims to identify students' perceptions of the implementation of online learning during the COVID-19 pandemic. This study uses a qualitative research approach with the type of phenomenology. The subject of this study was 22 students in Indonesia who experienced the impact of the COVID-19 pandemic. This research instrument uses semi-structured interview guidelines. Students perceive online learning during the COVID-19 pandemic as (1) ineffective learning activities; (2) unpleasant learning activities; (3) limit self-actualization in education; (4) helping to become an independent person in learning; and (5) fun learning activities. Higher Education should create innovative and creative online learning strategies. Thus, students have a high enthusiasm for online learning.</p>

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The present study aimed at identifying the level of aggressive behavior in students, formulating hypothetical drafts of products, and develop self-regulation of emotion module for reducing students' aggressive behavior. This study adapted the research and development of Gall, Borg & Gall, which in the development procedure was limited to three stages, namely (1) identification of students' aggressive behavior; (2) the formulation of hypothetical draft of self-regulation of emotion module; and (3) Product feasibility test which was carried out by expert and practitioner. The data were analyzed using quantitative descriptive analysis. The study was conducted in Junior high schools in the Special Region of Yogyakarta. The result of the study showed that the self-regulation of emotion module was developed by including the components of selfregulation of emotion, namely receiving, evaluating, triggering, searching, formulating, implementing, and assessing. Besides, the self-regulation of emotion module is categorized as feasible to be implemented by the counselor to support the counselor's program in reducing students' aggressive behavior.