MENURUNKAN PROKRASTINASI AKADEMIK MELALUI PENERAPAN TEORI HIERARKI KEBUTUHAN MASLOW

Siti Fatimah

Abstract


Students have various academic and non-academic tasks. So the student must be able to manage both well. Many academic duties, perceived to be heavy by students so as to affect the achievement of his achievements. The decline in student achievement results from delays in the completion of tasks or academic procrastination. To reduce the level of academic procrastination must be known in advance the cause so it can be known which level of needs that have not been met. Differences of these needs must be understood by the lecturer in an effort to reduce the level of academic procrastination in the course that he was. This hierarchy of needs theory when applied in education, is expected to optimize the learning process. The approach used is quantitative approach through the quasi-experiment method with Pretest-Posttest Design pattern. Population in this research use saturated sampling technique because all student guidance and counseling class of 2016 serve as the research subject. Data collection techniques used questionnaires and interviews. In general, as many as 12.5% of students are in the category of high academic procrastination, 83.4% in the medium category and 4.1% are in a low category. Based on the results of data analysis using the t-test, shows 0.017 <0.05 so that it can be interpreted there is a difference between before and after treatment. The conclusion of this research is that Maslow's hierarchy of needs theory can be applied to decrease student academic procrastination.

 


Keywords


academic procrastination, hierarchy of need theory

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DOI: https://doi.org/10.22460/q.v2i1p31-40.643

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