High School Students’ Self-Regulated Learning and Academic Procrastination Level in Blended Learning Model: A Correlation Analysis

Abstract

The Covid-19 pandemic causes teachers to conduct limited face-to-face learning with online and offline (blended learning), impacting students' low self-regulated learning (SRL) and high academic procrastination (AP). This study aims to describe students' SRL and AP levels in the blended learning model and examine the relationship of them. Eight hundred thirty students of Senior High School in Ngoro Mojokerto, Indonesia, qualified as participants and provided responses to the SRL scale and AP scale instruments in the google form format distributed through the online student class platform. By analyzing the data descriptively and testing the Pearson product-moment correlation, the findings of this study said that 1). the level of SRL in senior high school students is the most dominant in the moderate category, 2). the level of AP in senior high school students is the most dominant in the moderate category. 3). there is a significant and negative correlation between SRL and AP in the blended learning model of senior high school students. The correlation results show that the lower the SRL level of senior high school students, the higher level of student AP. The research results suggest that 1) the survey of SRL and AP levels of senior high school students needs to be investigated on a larger scale; 2) researchers and teachers need to increase SRL and reduce AP in students through developmental research and various counseling models and approaches.

Students’ academic procrastination during the COVID-19 pandemic: How does adversity quotient mediate parental social support?

“…The previously reported limitations in access to affordable Internet services and suitable digital devices have caused it difficult for the larger portion of students to participate in the online learning process (UNICEF, 2020). These findings were in line with previous studies conducted on SMA and SMK students in the same province this research was conducted, which reported medium levels of academic procrastination (Latipah et al, 2021;Habibi et al, 2022). This portrays that the greater curricular burden borne by MA students than by their SMA and SMK peers in Central Java did not necessarily make the former procrastinate to a greater degree than the latter.…”

“…Following the description above, it is necessary to further scrutiny the students' academic procrastination during the COVID-19 pandemic. However, research among senior high school students in Indonesia is still limited to the non-Islamicbased school (Latipah et al, 2021;Habibi et al, 2022;Irawan and Widyastuti, 2022). Studies showed that 47.2% of senior high school (SMA) students in Temanggung engaged in a medium level of academic procrastination (Latipah et al, 2021), 34.3% of vocational high school (SMK) students in Bojonegoro demonstrated a medium level of academic procrastination (Irawan and Widyastuti, 2022), and 652 or 78.6% state senior high school (SMAN) students in Mojokerto engaged in a medium level of academic procrastination (Habibi et al, 2022).…”

“…However, research among senior high school students in Indonesia is still limited to the non-Islamicbased school (Latipah et al, 2021;Habibi et al, 2022;Irawan and Widyastuti, 2022). Studies showed that 47.2% of senior high school (SMA) students in Temanggung engaged in a medium level of academic procrastination (Latipah et al, 2021), 34.3% of vocational high school (SMK) students in Bojonegoro demonstrated a medium level of academic procrastination (Irawan and Widyastuti, 2022), and 652 or 78.6% state senior high school (SMAN) students in Mojokerto engaged in a medium level of academic procrastination (Habibi et al, 2022). Meanwhile, in Indonesia, Islamic-based senior high schools named Madrasah Aliyah also exist, numbering 9,131 or accounting for 24.6% of all schools at that level (Statistik, 2021;Kementerian Agama, 2022).…”