American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: http://www.sciepub.com/journal/education Editor-in-chief: Ratko Pavlović
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American Journal of Educational Research. 2017, 5(1), 88-96
DOI: 10.12691/education-5-1-14
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The Influence of Project-based Learning Strategy and Self-regulated Learning on Academic Procrastination of Junior High School Students’ Mathematics Learning

Dahlia Novarianing Asri1, , Punaji Setyosari1, Imanuel Hitipeuw1 and Tutut Chusniyah1

1State University of Malang, Indonesia, IKIP PGRI, Madiun, Indonesia

Pub. Date: February 04, 2017

Cite this paper:
Dahlia Novarianing Asri, Punaji Setyosari, Imanuel Hitipeuw and Tutut Chusniyah. The Influence of Project-based Learning Strategy and Self-regulated Learning on Academic Procrastination of Junior High School Students’ Mathematics Learning. American Journal of Educational Research. 2017; 5(1):88-96. doi: 10.12691/education-5-1-14

Abstract

The objective of this study is to obtain conclusions concerning different levels of junior high school students’ academic procrastination in learning mathematics by applying a project-based learning strategy and a conventional learning strategy. The different levels of junior high school students’ academic procrastination depend on high or low self-regulated learning and the interaction effects of project-based learning strategies and self-regulated learning in accordance with academic procrastination of junior high school students in learning mathematics. Experimental research design was used in this quasi-experimental research, along with its cluster random sampling technique. The data collection instrument was self-regulated learning and academic procrastination scales. The data analysis techniques to test hypotheses was a two-way Anava track. The result shows (1) differences in the levels of academic procrastination in learning mathematics for junior high school students who got the project-based learning strategy and conventional learning strategy, (2) differences in the levels of academic procrastination for junior high school students who had low self-regulated learning, and (3) an interaction effect of project-based learning and self-regulated learning strategies on academic procrastination of junior high school students in learning mathematics.

Keywords:
project-based learning strategies self-regulated learning conventional learning strategy academic procrastination learning mathematics

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