Academic Procrastination among Madrasah Students: Forms, Causes, Impacts, and Coping Strategies

Azmatul Khairiah Sari; Rahmahidayati Sari; Lia Mita Syahri; Ninil Elfira; Roshinta Erezka; Ismet Fauzi

doi:10.58485/jie.v5i2.812

Authors

Azmatul Khairiah Sari Universitas Negeri Padang, Indonesia
Rahmahidayati Sari Institut Agama Islam Negeri Takengon, Indonesia
Lia Mita Syahri Universitas Negeri Padang, Indonesia
Ninil Elfira Universitas Negeri Jambi, Indonesia
Roshinta Erezka Institut Agama Islam Negeri Kerinci, Indonesia
Ismet Fauzi Madrasah Tsanawiyah Negeri 7 Agam, Indonesia

DOI:

https://doi.org/10.58485/jie.v5i2.812

Keywords:

Academic procrastination, time management, self-regulation, digital distractions, school-family collaboration

Abstract

This study aims to describe the forms, contributing factors, and impacts of academic procrastination among students. The study employed a descriptive qualitative approach and was conducted at a madrasah. Informants included students, guidance and counseling teachers, homeroom teachers, subject teachers, and parents. Data were collected through semi-structured interviews, non-participatory observation, and documentation, then analyzed using the stages of data reduction, data presentation, and drawing conclusions through triangulation of methods. The results of the study indicate that procrastination manifests as delaying the start of tasks, working on tasks close to the deadline, relying on reminders, and prioritizing social media and video games. Internal factors include low motivation, weak self-regulation, difficulty managing time, laziness, and fear of failure. External factors include cell phone use, peer influence, and limited parental guidance. Procrastination leads to a decline in task quality, stress, anxiety, staying up late, and poor study discipline. Addressing this issue requires collaboration among students, schools, and families. These findings underscore the importance of strengthening students’ time management skills and digital literacy.

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