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Among the main causes of low learning achievement in mathematics learning is a delayed behavior to do tasks, commonly called academic procrastination. The objectives of this research are to describe and to explain the causal factors and consequences of academic procrastination in learning mathematics for junior high school students. This research was conducted for more than five months. The research took place at six junior high schools in Madiun Regency. The research approach was a qualitative descriptive. The types of data sources were six mathematics teachers and six students, in-class mathematics learning activities, and documents. The data collection techniques were (1) questionnaire, (2) documentation, (3) passive role observation, and (3) in-depth interviews. The data were analyzed using an interactive model, which was implemented in two stages. They are at the time or during the course of data collection and after the data collection. The results of data analysis show that academic procrastination is caused by several factors. They are assumption that the tasks assigned are not important, too burdensome, and difficult to work, insufficient knowledge, too perfectionist, bad management of learning, lack of self-regulation, stress and fatigue, lack of social support, indiscipline teachers, and inconducive school culture. Academic procrastination, most importantly, leads to low learning achievement.

The purpose of this article is to analyse the effect of the School‐Based Child Sexual Abuse Prevention Programme (Program Prevensi Pelecehan Seksual Berbasis Sekolah (P3SBS)) on first‐grade primary school students' ability to protect themselves from sexual abuse. The study was conducted in two primary schools in Surakarta, Indonesia. Fifty‐five students participated in the P3SBS and 55 participants were in the control group. The pre‐test and post‐test of the control group were designed to test the effectiveness of the P3SBS. In total, 110 first‐grade primary school students who participated in the P3SBS and the control group were tested using the ‘What If’ Situation Test. Measurement of children's self‐protection from sexual abuse was undertaken. The results show that there is a significant difference between the P3SBS and the control group regarding children's ability to self‐protect themselves from sexual abuse. These results suggest that the P3SBS is effective in enhancing children's ability to protect themselves from sexual abuse. Suggestions for expanding sex education for older children are related to puberty. Key Practitioner Messages Child sexual abuse prevention should be school based to be effective. Child sexual abuse prevention programmes should be designed in accordance with children's characteristics. Parent–teacher collaboration is very important for the successful implementation of a sexual abuse prevention programme.

<span lang="EN-US">Education programs planned and implemented in schools have a great impact on the forming of the student’s character and intelligence. This study aims to describe the planning of management to strengthen character education based on Pancasila values in the international class program at laboratory elementary school (Labschool) Universitas Negeri Malang (UM). Qualitative research with a case study research design is used in this study. The data was obtained through unstructured interviews with principals, teachers, education personnel, school committees, and stakeholder. All information is tested for credibility and validity through triangulation. The results of this study showed that planning activities in character education strengthening programs are divided into aspects of learning and non-learning. The formulation of the school's vision and mission is used as the basis for implementing character education in schools, by adjusting learning characteristics that refer to western education patterns, which are combined with eastern culture as outlined in student character-building activities. The impact of implementing school strategies in strengthening student character is inherent in students’ daily lives, both in the environment where they live and in their school environment, and continues to carry over into adulthood.</span>