eng Science and Education Publishing American Journal of Educational Research 2327-6150 2017-02-04 5 1 88 96 10.12691/education-5-1-14 EDUCATION20175114 article Dahlia Novarianing Asri novarianing@gmail.com 1 Punaji Setyosari 1 Imanuel Hitipeuw 1 Tutut Chusniyah 1 State University of Malang, Indonesia, IKIP PGRI, Madiun, Indonesia 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. http://pubs.sciepub.com/education/5/1/14/education-5-1-14.pdf project-based learning strategies self-regulated learning conventional learning strategy academic procrastination learning mathematics