@article{education20175114,
author={{Asri, Dahlia Novarianing and Setyosari, Punaji and Hitipeuw, Imanuel and Chusniyah, Tutut},
title={The Influence of Project-based Learning Strategy and Self-regulated Learning on Academic Procrastination of Junior High School Students¡¯ Mathematics Learning},
journal={American Journal of Educational Research},
volume={5},
number={1},
pages={88--96},
year={2017},
url={http://pubs.sciepub.com/education/5/1/14},
issn={2327-6150},
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.},
doi={10.12691/education-5-1-14}
publisher={Science and Education Publishing}
}