APPLICATION OF SELF DIRECTED LEARNING TO REDUCE MATHEMATICS ACADEMIC PROCRASTINATION

Abstract

This research was motivated by students experiencing academic procrastination in mathematics learning. One effort that can be carried out to reduce academic procrastination in mathematics learning is by implementing the Self Directed Learning learning model. Self-Directed Learning is a learning process based on one's own will and self-control so that one can solve problems or tasks. This type of research is quasi-experimental. The instrument of this research was an academic procrastination questionnaire given to 25 students in the control class and 26 students in the experimental class. The results of this research show that from the Mann-Whitney U test, the  value obtained in the output above is -0.566. Then, in the output above we get Asymp. Sig. (2-tailed) of 0.571. The P-value used is Monte Carlo sig (2-tailed), which is 0.576. The criteria for testing the hypothesis are: if P-value > α, then is accepted and if P-value < α then  is rejected, meaning that at the 95% confidence level there is no significant difference in reducing academic procrastination in mathematics among students who apply Self-Directed Learning with students who applies conventional learning at SMP N 4 Padangsidimpuan. However, judging from the average score, there is a difference in the reduction in academic mathematics procrastination between students who apply Self Directed Learning and students who apply conventional learning at SMP N 4 Padangsidimpuan. The experimental class reduced academic procrastination better than the control class by 0.93%